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You should copy carefully and carefully. Teachers value both correct completion and good handwriting if the task was written. When speaking orally, you need to prepare well and rehearse in front of the mirror several times. Answer clearly, do not mumble, be confident. First a person works for his reputation, then his reputation works for him. Adults can turn a blind eye to a mistake if they previously showed good results in class. A textbook on the world around us for Pleshakov’s 3rd grade has been prepared, the rest depends on the student. GDZ guarantee excellent grades and bonuses that come with them - the envy of classmates, the respect of parents and teachers.

The world. 3rd grade. Workbook at 2 o'clock. Pleshakov A.A.

M .: 2013. - Part 1 - 113 p., Part 2 - 113 p.

The workbook has been prepared in accordance with the Federal State Educational Standard for Primary General Education. The tasks presented in the workbook are focused on organization educational activities children, including practicing the most essential elements of the textbook content, recording the results of observations, experiments, practical work, as well as creative activity. For family activities, there is a “Scientific Diary” insert (in the 1st part of the notebook) with tasks that the child, with the help of adults, completes during the school year.

Part 1.

Format: pdf

Size: 15.9 MB

Watch, download:november

Part 2.

Format: pdf

Size: 15.3 MB

Watch, download:november .2019, links removed at the request of the publishing house "Enlightenment" (see note)

Part 1.
Dear third graders! 3
How the world works
Nature 6
Person 9
Project “Riches given to people” 12
Society 14
What is ecology 17
Nature is in danger! 18

This amazing nature
Bodies, substances, particles 23
Variety of substances 25
Air and its protection 27
Water 29
Transformations and water cycle 33
Save water! 35
What is soil 36
Plant diversity 39
The sun, plants and you and me 42
Reproduction and development of plants 45
Plant protection 47
Animal variety 50
Who eats what 55
Project “Diversity of Nature in the Native Land” 58
Animal reproduction and development 60
Animal protection 63
In the kingdom of mushrooms 66
The Great Circle of Life 69
Let's test ourselves and evaluate our achievements 70
We and our health
Human body 71
Sense organs 73
Reliable protection of the body 75
Body support and movement 76
Our food 78
Project “Cooking School” 80
Breathing and circulation 82
Know how to prevent diseases 84
Healthy lifestyle 86
Let's test ourselves and evaluate our achievements 88
DICTIONARY 89
APPENDIX 91
SCIENTIFIC DIARY (in the middle of the notebook)

Part 2.
Our safety
Fire, water and gas 3
So that the path is happy 6
Road signs 9
Project “Who Protects Us” 12
Dangerous places 14
Nature and our safety 16
Environmental safety 19
Let's test ourselves and evaluate our achievements 22
What does economics teach?
What is economics for? 23
Natural resources and human labor are the basis of the economy 26
Minerals 28
Crop production 32
Livestock 34
What kind of industry is there 38
Project “Economy of the Native Land” 42
What is money 44
State budget 46
Family budget 48
Economics and ecology 51
Let's test ourselves and evaluate our achievements 52
Traveling through cities and countries
Golden Ring of Russia 53
Project "Museum of Travel" 60
Our closest neighbors 62
In northern Europe 67
What is Benelux 73
In the center of Europe 76
Traveling around France and Great Britain 80
In southern Europe 86
Around the world's famous places 91
Let's test ourselves and evaluate our achievements 96
DICTIONARY 97
APPENDIX 99

DEAR THIRD GRADERS!
In the lessons on the subject “The World Around us”, our wonderful friends whom you see in the picture will again help us. Remember what their names are.
Think about what questions about the world around you you would like to ask them in the new school year. Write down 2-3 questions. What did the other guys ask?
Remember what books and notebooks you worked with last school year. Get acquainted with those books and notebooks that will be our assistants now. Mark (fill in the circle) which ones you already have.

We continue to study using the workbook about the world around us, the author of which is Pleshakov A.A. and in this, the third academic year. As usual and customary, the tasks in the workbook follow the topics of the textbook; the teacher suggests doing them as homework. Since last year, Pleshakov has been teaching children to reason, look for data in additional sources of information, and fill out tables based on their observations. We have summarized all the material needed in the first half of third grade on the subject of the world around us and collected it on this page, making a GDZ for you.

In the third grade, in the first part of the workbook of the educational educational complex “School of Russia” we will work on the topics “How the world works”, “This amazing nature”, “We and our health”. Students will learn what ecology is and why protect nature, understand living and inanimate nature and learn to distinguish them, get to know some plants and animals better, and get to know themselves.

The notebook has space for three projects: “Riches given to people”, “Diversity of the nature of the native land”, “Culinary school”.

FOR WHOM THE TASKS DO NOT MATCH, BUT THE COVER IS THE SAME, YOU HAVE AN OLD NOTEBOOK.

Answers to part 1 of the workbook for grade 3, Pleshakov:

GDZ for the section of the notebook "How the world works"

Page 5-8. Answers to the lesson Nature

1 . Think and tell us what nature means to you. What do you love most about nature? Write.

Trees, animals, seas and rivers, forests and fields - all this is important for a person to live. Most of all I love to see flowers blooming and delicious fruits ripening.

2 . Read the first paragraph of the text on this page. Underline with one line what relates to inanimate nature; two features that relate to living nature.

Diversity of nature
The majestic, shining Sun (1 feature) and colorful butterflies (2 features) fluttering over the flowers (2 features); thousands mysterious stars(1 line) on the night sky (1 line) and green grass(2 features) on the hillside (1 feature); a huge, vast ocean (1 feature) and a small lizard (2 features) on a hot stone (1 feature)… All this is nature!

Please note that flowers and grass are living nature!

Living beings, unlike objects of inanimate nature, breathe, eat, grow, develop, bear offspring, and die.

3 . Read the second paragraph of the text on p. 6. Seryozha and Nadya’s dad depicted the signs of living creatures using funny drawings. Guess what signs he meant and write them under the corresponding numbers.

Living things (organisms)

1. Breathe
2. They eat
3. Grow
4. Developing
5. They bear offspring
6. Die

4 . Using the symbolic drawings, determine the names of the kingdoms and write them in the diagram.

5 . Using the atlas-determinant “From Earth to Heaven”, give examples of representatives of the kingdoms (at least three in each point).

a) Plants: rose, poplar, lilac.
b) Animals: dog, giraffe, bear.
c) Mushrooms: porcini mushroom, chanterelle, boletus.

6 . Decipher the diagram (number the sentences).

The value of nature for people

2 delights us with its beauty.
3 gives us warmth, light, air, water and food.
1 protects our health.
5 gives us the joy of discovery.
6 teaches us kindness.
4 gives us different materials for the household.

7 . The Wise Turtle offers you a task. Number the leaves from smallest to largest. The result is a word that we often pronounce when communicating with nature. Write it in the boxes.

8. List ways to study nature. Talk (orally) about each of them.

1) observation
2) experiment
3) measurement

With the help of observation, a person accumulates information about the world around him, brings it into a system and looks for some patterns in this information.
Experiments (or experiments) are carried out by scientists in laboratory conditions. In the course of this type of research, the experimenter himself reproduces various conditions or natural phenomena.
The main difference between observation and experiment is that the first method describes a phenomenon, and the second explains it.

9 . What device (tool) is needed for each case? Indicate with arrows.

Measuring length - ruler (right)
Measuring time - clock (left)
Temperature measurement - thermometer (right)
Measuring mass - scales (left)

Page 9. GDZ on the topic Man

1 . Draw an amazing world that was created on Earth thanks to the human mind. Explain your drawing (orally). Look what the other guys drew. Discuss your work.

2 . Read the list of words below carefully. Emphasize only what relates to a person’s inner world.

Knowledge, hands, character, dreams, age, experiences, eyes, hairstyle, mood, height and weight, thoughts.

3 . The question ant is very interested in what people consider the best human qualities. Using the textbook, write the necessary words in the boxes and explain to Ant how you understand them.

KINDNESS, HONESTY, RESPONSIBILITY, RESPONSIBILITY.

Kindness is responsiveness, emotional disposition towards people, the desire to do good to others.
Honesty is a person’s ability to always tell the truth.
Responsibility is the ability to be responsible for one’s actions and actions.
Responsiveness is the desire to help others, not to refuse a request.

Page 10-12. Answers to the workbook topic Society

1 . When asked what society is, the guys gave different answers.

Igor said: “Society is a group of people who celebrate someone’s birthday or other holiday together.”

Olya said: “A society is an organization created for some purpose, for example the Society for the Conservation of Nature.”

Vitya said: “Society is all of us, people.”

Mark the correct answer (Vitya)

Task 2. Please read the list below carefully. Underline with lines of different colors according to the conditions:

Red - what relates to the characteristics of the family;
Green – what relates to the characteristics of the people;
Blue is what relates to the characteristics of the country.

Capital (blue)
National Costume(green)
Joint farming(red)
State borders(blue)
Life under one roof(red)
Official language(blue)
Taking care of each other(red)
Territory (blue)
Native language (in green)
National dances(green)

Ask the student sitting next to you to check on you.

3 . Write the names (first and middle names) of your family members.

Fill in with your details! Example:

Ivan Alekseevich - dad
Maria Sergeevna - mother
Dmitry Ivanovich - me

4 . Cut out from the Appendix and paste onto this page images of the coat of arms and flag of Russia. Sign these state symbols.

flag coat of arms

5 . Using the book "Encyclopedia of Travel. Countries of the World" fill out the table (according to the sample given in the first line).

Country Capital Head of State State language

Hungary Budapest President Hungarian
Russia Moscow President Russian
Germany Berlin President German
Japan Tokyo Emperor Japanese
Monaco Monaco Prince of France

6 . And this task is offered to you by the Wise Turtle, a lover of travel. Use the political map of the world to fill in the table.

Name of the country What continent is it located on Why do I want to visit this country

1. Brazil South America See how coffee grows
2. Madagascar Africa See wild animals
3. Australia Australia See kangaroos and relict trees
4. Mexico North America Visit a bullfight
5. Italy Eurasia Attend a master class on making Italian pizza

7 . Using the book "Encyclopedia of Travel. Countries of the World" prepare a report about the population and culture of one of the countries. Make notes in your notebook.

Message subject: Japan and the Japanese
Message outline: 1. Hard work 2. Smile 3. Connoisseurs of beauty
Important information: The indigenous people of Japan are the Japanese. Their main features are hard work and goodwill, love for beauty.

Message:

The indigenous people of Japan are the Japanese. The main feature of the Japanese is hard work. A resident of Japan can work 18 hours straight, with almost no rest. Hard work prompts the Japanese to even refuse vacations.
Japanese with early childhood They learn from their parents to smile under different life circumstances. Even if something unpleasant happened, they try to endure difficulties with a smile on their face.
Japanese people value beauty. They glorify the grace of nature, lotuses are sacred flowers for them.

Page 13-14. GDZ on the topic Russian Federation

1 . Using the map on p. 18-19 of the textbook give examples of subjects Russian Federation(1-2 at each point)

1) Republics: Crimea, Sakha.

2) Regions: Krasnodar, Krasnoyarsk.

3) Regions: Moscow, Vladimir.

4) Cities of Federal significance: St. Petersburg, Sevastopol, Moscow.

5) Autonomous region: Jewish.

6) Autonomous okrugs: Chukotka, Nenets.

2 . Sign the coats of arms of cities of Federal significance.

St. Petersburg, Sevastopol, Moscow

3 . Find out the coats of arms of the constituent entities of the Russian Federation. Connect the images of coats of arms and the names of the regions with lines.

4 . Enter in the table the names of the subject of the Russian Federation in which you live, its capital (administrative center), and your city (village).

We fill out the table ourselves. A subject of the Russian Federation is your republic, region, region, federal city, autonomous district.

This is where I live
The subject of the Russian Federation Krasnodar region
Capital (administrative center of the region) Krasnodar
My city (village) Hot key

Answers to page 15. What the plan will tell you

1

A terrain plan is an accurate drawing of the area, made using conventional signs.

2 . Sign the symbols of the plan yourself or with the help of a textbook.

city; Orchard; meadow and path; dirt road.

3 . Consider a fragment of the Moscow plan in the textbook. What landmarks are depicted on it?

Moscow State University, Sparrow Hills, University, Luzhniki Stadium, Botanical Garden, Olimpic village.

4. Look at the plan of the zoo in the textbook. Focus on the sides of the horizon and determine in which parts of the zoo they live:

a) tigers - in the northern part
b) lions - in the southern part
c) bullfinches and other birds - in the Western part
d) camels - in the Eastern part.

Page 16-17. What is ecology

1 . Use your textbook to complete the definitions.

a) The environment is everything that surrounds a living being and with which it is connected.
b) Ecology is the science of the connections between living beings and the environment.

2 . Ant Question, which lives on the edge of the forest spruce forest, was very interested in the topic of the lesson. "What is environment did you eat? - he asked. Underline the necessary words in the list and answer (orally) Ant’s question.

Sun, heron, air, water lily, soil, swallow, giraffe, crossbill, woodpecker, penguin, squirrel, wood mouse, ants.

3 . Seryozha and Nadya’s dad prepared drawings for our lesson, but did not have time to finish them. Who lives in this environment? Cut out the pictures from the Appendix and arrange them correctly.

Ask the student sitting next to you to check on you. After checking, paste the pictures.

4 . Complete the textbook assignment and make notes in your notebook.

Books on ecology (underline the title of the book you read):

"The Giant in the Clearing, or First Lessons in Environmental Ethics", “Young ecologist”, “Plants and animals”, “Ecology: observing, studying.”

Message subject: Why shouldn't you pick water lilies?

Message plan:
1. Moisture-loving plants
2. They fade quickly

All moisture-loving plants cannot tolerate drought. Water lilies are moisture-loving marsh plants with long stems and weak roots.
Picked water lilies wither very quickly and will not please the eye in a vase. But in nature, the water lily will bloom for a long time.

Source: Encyclopedia "Plants and Animals"

5 . Seryozha and Nadya’s mother went on a scientific expedition to one of the reserves. This is the task she has prepared for you.

Not far from Moscow there is wonderful place - Prioksko-Terrasny Reserve. By solving the crossword puzzle, you will find out what plants and animals are found there.

Page 18-19. Project "Riches given to people"

Objective of the project: Find out what nature gives to people.
in pairs.

Stages of work:

1) Find out what the ocean (sea, river, lake) gives to people
2) What does the forest give to people?
3) What mountains give people.
4) Conclusion

My responsibilities for the project: I have to find out what the forest gives people, find suitable pictures and interesting material.
Working hours: a week.
Ways to present the results (story-portrait, story-biography, album, book, stand, etc.): Biography story

Plan of my speech at the presentation.

The work was difficult, but we did it perfectly. I couldn’t have done it without help, but my mom and dad helped me. Our report was very interesting and exciting.

Thank you very much to my parents and friends for their help.

Page 20. Let's test ourselves and evaluate our achievements

Complete the textbook assignments on p. 154-159. When completing tasks, fill out the table. In the “My answer” column, fill in the circle with the color that, in your opinion, corresponds to the correct answer. In the “Correct Answer” column, fill in the circles as shown on the “Self-Test Pages.” Compare these two columns and fill in the third: if your answer is correct, put a “+” sign, if incorrect, put a “-” sign.

GDZ on the topic This amazing nature

Page 21-22 Starry sky - The Great Book of Nature

1 . When asked what constellations are, the guys gave different answers.

Which of the guys do you think expressed the ideas of ancient astronomers, and which expressed the point of view of modern scientists? Answer verbally.

Petya expressed the views of ancient astronomers, Inna - the point of view of modern scientists.

2 . Using the illustrations in the textbook, connect the stars to form shapes by which we recognize the constellations.

Ursa Minor Canis Major

Find and label the North Star and Sirius in these constellations.

3. As instructed in the textbook (p. 43), observe the starry sky. Use the reminder on p. 40 textbook. Here you can write down the names of the constellations and stars that you were able to see.

Ursa Minor, Ursa Major, Polar Star.

4 . Question Ant loves watching the stars. He wants to know how many constellations are in the sky. Help Ant: find the correct answer and circle it with a blue pencil.

10 55 77 88 93 100 150

5 . And this task is offered to you by the Wise Turtle, an astronomy lover. Using the atlas-determinant “From Earth to Sky”, fill out the table.

Five constellations I would like to see

Constellation name:

1. Swan
2. Dove
3. Aries
4. Hercules
5. Leo

What time of year is it best to observe this constellation:

1. Summer
2. In winter
3. In winter
4. Autumn
5. In winter

Why I want to see this constellation:

1. Cygnus - a large constellation
2. Dove - a little-known constellation
3. Aries is one of the most famous
4. Hercules - see him as a hero of mythology
5. Leo is a majestic figure

Page 23-24. Bodies, substances, particles

1 . Determine in which row only natural bodies are depicted. Fill the circle with green. Which row shows only artificial bodies? Fill the circle with blue. What bodies are depicted in the remaining row? Think about how best to paint the circle next to this row (blue-green). Do it. Explain your decision.

2 . Give examples (at least three for each point). Do not repeat what was shown in the pictures in task No. 1.

a) Natural bodies: water, grass, tree, fire, star, deer, flower, butterfly.
b) Artificial bodies: brick, pen, eraser, TV, computer, ruler, carpet, knife.

What examples did the other guys give? Add one example of their response to each item.

3 . Copy examples of substances from the text of the textbook.

Sugar, aluminum, water, starch, air.

4 . The Questioner Ant is interested in which of the above are bodies and which are substances. Indicate with arrows.

Bodies: nail, wire, spoon.
Substances: iron, copper, aluminum.

5 . Mark with a “+” sign in the appropriate column which of the listed substances are solid, liquid, or gaseous. Do this first with a simple pencil.

Substance Solid Liquid Gaseous

Salt +
Natural gas +
Sugar +
Water +
Aluminum +
Iron +
Alcohol +
Carbon dioxide +

Ask a student sitting next to you to check your work. After checking, add “+” signs with a pen or colored pencils (your choice).

Page 25-26. Variety of substances

1 . Our inquisitive Parrot has compiled a crossword puzzle for you. Solve it, and you will be convinced that you know not so little about substances.

Horizontally: 1. The substance that lakes, rivers, and seas are made of. 2. A substance found in sweets and chocolates. 3. Substances that have a sour taste. 4. Grape sugar.

Vertically: 1. A substance that can be used to wash dishes and gargle; it is also added to the dough. 2. A substance from which wire and some utensils are made. 3. The substance that makes up the nail. 4. A substance that is abundant in potatoes and jelly. 5. A substance that we always see on the dinner table, but never add to tea.

Answers to the crossword:

Horizontally: 1. Water. 2. Sugar. 3. Acids. 4. Glucose.
Vertical: 1. Soda. 2. Aluminum. 3. Iron. 4. Starch. 5. Salt.

2 . Practical work “We examine products for starch content.”

Purpose of the work: to determine whether there is starch in the products under study.

Equipment: products provided by the teacher; diluted tincture of iodine, pipette.

Progress:

1) Conduct experiments: using a pipette, apply a drop of iodine tincture to each of the products being tested.
2) As you work, fill out the table.

Testing products for starch content

Product name Is starch detected?
Potatoes +
Radish -
Bread +
Carrot -

.

Page 27-29. Air and its protection

1 . On your own or with the help of a textbook, label on the diagram which gaseous substances are part of the air.

Oxygen (absorb)
Carbon dioxide (emitted)
Nitrogen

Mark with pencils of different colors (of your choice) which gas living beings absorb and which they emit when breathing.
Decipher the symbols you used.

2 . Based on the research results, fill out the table.

Properties of air

What are we studying? Conclusion
1) Is the air transparent or opaque? Transparent
2) Does air have color? Colorless
3) Does the air have a smell? Without smell
4) What happens to air when heated? Expanding
5) What happens to air when cooled? Shrinks

3 . Use a diagram to show how air particles arrange themselves when heated and cooled. (Denote air particles with circles.)

4 . Read the story of the Wise Turtle and complete her tasks.

Air is the protector of living things

Herbaceous plants overwintering under snow do not freeze because there is a lot of air in it. Thanks to the air, cold snow serves as a warm “blanket” for plants.
By winter, animals' fur becomes thicker, and birds' feathers become thicker. More air is retained between thick hairs and feathers, and the animal is warmer in winter.

1) These facts are explained by another property of air, which we have not yet talked about. Think about what this property is.
2) Give an example that proves that this property of air is important not only for plants and animals, but also for humans.

1) The property of air is poor thermal conductivity.
2) Due to the fact that air does not conduct heat well, our clothes warm us.

Check yourself.

1) Air does not conduct heat well.
2) There is air between a person’s body and clothing and in the clothing itself. Therefore, clothing retains our body heat.

5 . Come up with and draw a poster “Take care of the air!” on a separate sheet of paper.
Look what your friends have drawn. If you have ideas on how you can help protect the air, discuss them and do it.

Task 6. According to the instructions in the textbook, find out and write down what is being done in your city to protect the air.

They install filters on pipes, build transport interchanges to eliminate traffic jams, water roads, plant trees, flowers, and shrubs.

Page 29-32. Water

1 . Draw fruits and vegetables that contain especially a lot of juice.

You can draw a watermelon, tomato, cucumber, orange, apple, grape.

Check the box next to the fruit or vegetable whose juice you like best.

2 . Calculate and write down how much water is in the human body if its mass is:

a) 60: 3 * 2 = 40 kg b) 90: 3 * 2 = 60 kg
60 kg - 36 kg; 90 kg - 54 kg

How much water is in your body? 30: 3 * 2 = 20 kg

3 . Seryozha and Nadya’s dad started drawing these pictures. Help me finish them. Cut out the drawings from the Appendix and place each animal in its natural home. Don't paste the pictures right away. Ask a student sitting next to you to check your work. After checking, paste the pictures.

Using the applique pictures you received, tell us about life in fresh and salt water.

4 . Practical work “Exploring the properties of water.”

Purpose of the work: to determine the properties of water.
Equipment. Students have: three laboratory beakers (two of them with water); spoon, salt, crushed chalk, funnel, filter paper, scissors. The teacher has: a flask with a tube filled with colored water; plate with hot water, plate with ice.

Properties of water

What we do Conclusion

Experiment 1. Place a spoon in a glass of water. The spoon is visible. The water is clear.
Experiment 2. Compare the color of the water. Water is like a transparent strip. It has no color.
Experiment 3. Determine the smell. Water has no smell.
Experiment 4. Salt and chalk in water. Salt and chalk dissolve in water. Chalk colors it.
Experiment 5. Skip dirty water through the filter. The water is purified.
Experiment 6. Heat the water. When heated, water particles expand.
Experiment 7. Cool the water. When cooled, the water particles contract.

Evaluation of the work performed (whether the goal was achieved): 5. goal achieved

Presentation: Report your work to the class and listen and evaluate other contributions.

5 . Use a diagram to show how water particles arrange themselves when heated and cooled. (Denote water particles with circles.)

6. Using experiments, determine whether these substances dissolve in water. Mark with a “+” sign (dissolves) or a “-” sign (does not dissolve).

Does the substance dissolve in water?
Sugar +
Clay -
Baking soda +
Starch -

7 . Ask your family members to take part in a short study (it's best to do this on a Sunday when the whole family is home). His goal is to prove the enormous importance of water in our lives.

Water and drinks that contain it (for example, tea, juice, fruit drink, compote) are an essential part of our daily diet.
During the day, let the study participants mark (fill in a box) every glass of water, cup of tea, etc. they drink. At the end of the day, count the number of boxes filled in and write down the resulting number.

Page 33-34. GDZ on the topic Transformations and the water cycle

1. Our tireless Parrot has created a crossword puzzle again. All the words in it are water. How she loves mysterious transformations! Can you guess all her “masks”?

Steam
Ice
Rain
Cloud
A drop
Snowflake
Fog
Cloud

2 . Fill out the table yourself or with the help of a textbook.

Three states of water
Examples Water Condition
Water in the river, liquid dew
Ice, snow Hard
Water vapor Gaseous

3 . Use a schematic diagram to illustrate the evaporation of water. (Denote water particles with circles.)
Look what other guys have drawn. Compare the pictures. Are they all correct? Which one is the most successful? Explain from the diagram how water evaporates.

4 . Draw a diagram of the water cycle in nature. First, draw with a simple pencil. Test yourself using the textbook. After checking, you can color the diagram. Tell us about the water cycle in nature.

5 . The Wise Turtle invites you to a mini-exam. Are these statements true? Circle "Yes" or "No".

Check your answers in class. Who passed the exam with excellent marks? Who made the mistakes?
Correct the errors in the statements (cross them out and write correctly).

1) Water occurs in nature in three states: liquid, solid and gaseous - Yes.
2) Water turns into ice at a temperature of + 10 degrees. - No.
3) Ice and snow are water in a solid state. - Yes.
4) When turning into ice, water contracts. - Yes.
5) Water vapor - water in a gaseous state. - Yes.

Page 35-36. Save water!

1 . Use your textbook to write the numbers in the text.

A person needs 20 - 50 liters of water per day for various household needs. To produce one ton of wheat, 1,500 tons of water are needed. And for the production of one ton chicken meat 3500 to 5700 tons of water are required.

Use this data when talking about the importance of water for humans.

2 . Cut out the parts from the Appendix and assemble the appliqué model. Check each other's work. After checking, stick on the model parts. Tell us about the sources of water pollution.

3 . Come up with and draw a poster “Save water!” on a separate sheet of paper.

Look at the drawings of other guys. If you have ideas on how you can help protect water, discuss them and do it.

4. According to the instructions in the textbook, find out and write down how water is protected from pollution in your city (village).

They are building wastewater treatment plants, cleaning water bodies, and prohibiting swimming in protected areas.

Page 36-38. What is soil

1 . Use your textbook to complete the definition.

Soil is the top fertile layer of the earth. Fertility is the main property of the soil.

2 . Among Ant Questioner's acquaintances there are many animals that live in the soil. In the underground galleries of his house - an anthill - he hung portraits of friends. Sign them (either yourself or with the help of a textbook).

1) Wood mouse
2) Medvedka
3) Earthworm
4) Mole

3. Practical work “We study the composition of the soil.”

Purpose of the work: to determine what is included in the soil.
Equipment. Students have: dry soil, two beakers with water, a spoon or glass rod. The teacher has: fresh soil, a tripod, an alcohol lamp, a plate (cup) for heating the soil, glass, a holder, a beaker, a filter, a pipette.

Progress of work: according to the instructions in the textbook (experiments with heating are carried out by the teacher). Fill in as you go

Soil composition
What we do Conclusion

Experiment 1. Throw a dry lump of soil into the water. Soil contains air.

Experiment 2. Heat fresh soil. There is water in the soil.

Experiment 3. We heat the soil more strongly. The soil contains humus.

Experiment 4. Place the calcined soil in water. The soil contains clay and sand.

Experiment 5. Evaporate a drop of water with soil. There are mineral salts in the soil.

Presentation: Report your work to the class and listen and evaluate other contributions.

4. What components of the soil can be detected using these experiments? Indicate with arrows.

5. Using the diagram in the textbook, complete the appliqué model. To do this, cut out the signs from the Appendix and place them in the appropriate windows (do not paste them!).

Give your desk neighbor a mini-exam. Arrange the signs so that there are 1-2 mistakes. Let the neighbor find them and fix them (put the signs in the right place).

Pages 39-41. Plant diversity

1. In each of these drawings, Seryozha and Nadya’s dad depicted representatives of one of the groups of plants. Number the pictures according to the list.
1. Algae. 2. Mosses. 3. Ferns. 4. Conifers. 5. Flowering.

Tell us about the diversity of plants from the pictures.

2. Complete the group work assignments in the textbook and workbook.

1) Write down a plant classification task for your classmates.

Algae, mosses, ferns, flower gardens, conifers.

2) Count the plants in the textbook picture (p. 72) and write down the results.

Dandelion officinalis - 2
Large plantain - 2
Red clover - 3
Total plants - 7
Total plant species - 3

3) Using information from the textbook, complete the table.

Plant diversity

Plant groups Number of species
Algae 100000
Mosses 27000
Ferns 10000
Coniferous 600
Flowering 250000

Analyze the completed table. Which group of plants is richest in species? Which group has the fewest species? List the groups of plants: in order of increasing number of species; in order of decreasing number of species.

4) Write down the names of the plants you identified:

a) in the classroom - aloe. violet, rose vinca (syn.), pink catharanthus.
b) in other areas of the school - Gardenia Augusta (syn.), gardenia jasmine, zamia rough
c) near the school - spruce, pine, fir.

Use the Green Pages book to give examples of other types of plants. Write down at least three names.

Kilia, lotus, chamomile, willow, birch, bamboo, flax.

3 . Seryozha and Nadya’s mother took photographs in the botanical garden different types plants. Try to recognize the plants from the photographs. Sign the names. You can use the owls for inquiries.

Siberian scilla, cornflower, rosehip

European euonymus, Kaempfer's larch, willow-herb angustifolia

4 . According to the instructions in the textbook, determine the names of several plants in your native region. Write down their names.

Houseplants in my home: aloe, violet, dracaena, spurge.
Plants in my yard: cherry, lilac, poplar, asters.

Page 42-44. The sun, plants and you and me

1 . Using the diagrams in the textbook, complete the appliqué model. To do this, cut out the signs from the Appendix and place them in the appropriate windows (do not paste them!).

How do plants breathe and eat?

Now try to build a model without the help of a textbook (mix the plates and rearrange them).
Give your desk neighbor a mini-exam. Arrange the signs so that there are 2-3 mistakes. Let the neighbor find them and fix them (put the signs in the right place).
Ask your desk neighbor to arrange the same exam for you.
When you are confident in your knowledge, stick the signs in your notebook.

2 . Summarize the information obtained about the respiration and nutrition of plants. Write the names of the gases in the text.

When breathing, the plant absorbs oxygen, but highlights carbon dioxide . When feeding, the plant absorbs water, carbon dioxide, but highlights oxygen.

3 . Our Parrot - a lover of secrets and riddles - offers you a task. Combine the leaves so that you get the names of the substances that are formed in the green “kitchen” of the plant.

SUGAR STARCH

4 . Make a diagram according to the instructions in the textbook (p. 79).

What do plants give to animals and humans?

Explain your diagram. Compare it with the diagrams that other guys have made. Discuss your work and evaluate it.

5 . And here, on behalf of your family, write a letter of gratitude to the plants for their contribution to maintaining life on Earth.

Thank you, dear plants, for saturating our planet with oxygen so that we can live. Without you, life on Earth would be impossible.

Page 45-46. Reproduction and development of plants

1. Ant Question invited his assistants - hardworking bees - to the lesson. Make up a word from the letters the bees brought. Write it down in the boxes. And you will find out where the development of a plant begins!

2 . Compile an explanatory dictionary on the topic “Pollination.” To do this, indicate with arrows the explanations for the words. If you have any difficulties, use the textbook text.

3 . Practical work “Studying methods of fruit propagation.”

Purpose of the work: to establish a connection between the structure of fruits and the methods of their distribution.
Equipment: fruits of various plants given by the teacher; magnifying glass

Work progress: according to the instructions in the textbook. As you work, fill out the table.

Write the names of the plants in the table. Draw their fruits. Fill in the circles according to the method of propagation: blue - by wind; red - animals and humans.

The structure of fruits and methods of their distribution

Name of the plant Fruit structure Method of fruit distribution

Dandelion Fluffs in the Wind (blue circle)
Apple tree Apples Animals and humans (red)
Pine Cones Animals (red)
Plantain Seeds on a stalk by the Wind (blue)

Evaluation of the work performed (whether the goal was achieved): yes, the goal was achieved

Page 47-49. Plant protection

1 . Tell verbally what plants mean to you. Do you have any favorite plants? Write which ones.

Chamomiles, forget-me-nots, lilies of the valley, snowdrops.

2 . Number the examples of the negative impact of humans on the plant world, expressed by these signs.

1. Deforestation. 2 Collection of bouquets. 3. Trampling. 4. Excessive collection of medicinal plants.

Using these signs, tell why many species wild plants are becoming rare.

3 . Seryozha and Nadya’s mother asks if you know the plants listed in the Red Book of Russia. Cut out the pictures from the Appendix and place them in the appropriate boxes. Test yourself using the textbook. After checking, paste the pictures.

4. Using the pictures in the textbook (pp. 84-85), number and color the protected plants.

1. Water lily. 2. Swimsuit. 3. Wolf's bast. 4. Bell.5. Lily of the valley.

5 . Write down the rules that are “encrypted” by these symbols. (Give brief statements.)

When outdoors, do not pick plants for bouquets. Make bouquets from plants grown by humans.

Collect medicinal plants only in places where there are many of them. Be sure to leave some of the plants untouched.

In the forest, walk along paths so that plants do not die from trampling.

6 . Seryozha and Nadya's dad offers you a task. Design and draw a poster "Take care of plants!"

Look what your friends have drawn. If you have ideas on how you can help plants, discuss them and do it.

Page 50-54. Diversity of animals

1 . In these drawings, Seryozha and Nadya’s dad depicted representatives of different groups of animals. Number the pictures according to the list.

2. Ant Questioner gave examples of animals from different groups, but made mistakes. Cross out the extra name in each row.
Explain to Ant what his mistakes are.

A) Starfish, sea urchin, sea lily, sea ​​cucumber, octopus .
b) Beetle, butterfly, spider, dragonfly, bee, fly.
c) Frog, lizard, snake, turtle, crocodile.
d) Crayfish, crab, shrimp, leech.

a) Octopus. All except him are echinoderms, and the octopus is a mollusk.
b) spider. Everyone except him is an insect, and the spider is an arachnid)
c) frog. She is from the group Amphibians (Amphibians), while other animals are reptiles.
d) leech. All other animals are crustaceans and arthropods. A leech is a ringed worm.

3 . Complete the group work assignments in the textbook and workbook.

1) Write down an animal classification task for your classmates.

What group of animals do snakes and crocodile belong to? Write a few more animals from this group.

2) Count the birds in the textbook picture (p. 92) and write down the results.

Great tit - 3
Common nuthatch - 2
House sparrow - 4
Total birds - 9
Total bird species - 3

3) Using information from the textbook text, complete the table.

Diversity of animals

Animal groups Number of species

Worms 120000
Shellfish 100000
Echinoderms 6000
Crustaceans 30000
Arachnids 40000
Insects 1000000
Pisces 20000
Amphibians 4700
Reptiles 8000
Birds 9000
Beasts 5000

Analyze the completed table. Which group of animals is richest in species? (Insects) Which group has the fewest species? (Amphibians) List the groups of animals: in order of increasing number of species; in order of decreasing number of species.

4) Write down the names of the animals you identified:

a) fish - perch, shark, ruff, pike, trout, carp.
b) amphibians - newt, toad, frog.
c) reptiles - snake, lizard, crocodile.
d) birds - crow, sparrow, tit, ostrich, penguin.
e) animals - hedgehog, hare, cat, bear, mole, badger.

Use the Green Pages book to give examples of other animal species. Write down at least three names.

Echinoderms - sea urchin, crustaceans - shrimp, insects - ant.

4 . Using the book “Green Pages”, prepare a message about one of the animal species (of any group). Take notes as you prepare your message.

Type of animal: Squirrel
Group to which the species belongs: Animals (rodents)
Brief information about the animal: Squirrels are peaceful animals. They live in coniferous forests. They live in hollows, but more often they make a nest for themselves, made of branches and lined inside with wool, moss and feathers.

5 . These are different types of tits. Identify them using the atlas-identifier “From Earth to Sky.” Draw arrows from the names to the corresponding pictures.

Compare tits of different species. Identify similarities and differences. Think and explain by what characteristics these birds are most easily recognized in nature.

Page 55-57. Who eats what

1. Analyze information about the nutrition of various animals. Which nutrition group would you classify them into? Fill the circle with the appropriate color: green - herbivores; blue - insectivores; red - predatory; yellow - omnivores.

Animal nutrition

2 . On your own or with the help of the atlas-identifier “From Earth to Sky,” give examples of herbivorous and predatory animals. Write at least three names in each paragraph.

a) Herbivores: cow, deer, kangaroo, roe deer, squirrel, rabbit.
b) Predatory animals: tiger, lion, eagle, falcon, wolf, snake.

3 . Complete the appliqué model. Cut out the pictures from the Appendix and arrange them correctly. Ask the student sitting next to you to check on you. After checking, paste the pictures.

Tell us about these power circuits using the model.

4 . Draw up power circuit diagrams.

a) Write in the correct order: wolf, oak, boar.

OAK -> BOAR -> WOLF

b) Write in the correct order: pine, woodpecker, bark beetle. Draw the arrows.

PINE -> BARK BEETLE -> WOODPECKER

c) Give your example of a power supply circuit.

FIR -> MOUSE -> EAGLE

5 . The methods of protection in plants and animals are very diverse. This is what Seryozha and Nadya’s dad drew. Complete his tasks.

Some plants defend themselves with sharp thorns (1); burning hairs (2); bitter taste (3). Find these plants in the picture and label them with the corresponding numbers.

How do animals protect themselves? Look at the pictures and try to explain on your own who is defending themselves how.

Wasps and bees defend themselves by stinging the enemy. Snail and turtle - shell. Sandpipers and moths have protective coloring.

Page 58-60. Animal reproduction and development

1. Dog Ryzhik gathered friends for his birthday. Friends reminisced about their childhood. Who remembered what? Connect with lines.

2. Summarize the information obtained about the reproduction of animals.

a) Mark the “+” sign in the appropriate column.

Groups f. eggs spawn hatchlings
Insects +
Pisces +
Amphibians +
Reptiles +
Birds +
Animals +

b) Write in the missing words.

In insects, larvae emerge from eggs, and in birds, chicks emerge. In fish, eggs hatch into fry, and in frogs and toads, tadpoles hatch. Animals give birth to cubs and feed them with milk.

Check your work with your deskmate.

3. Complete the appliqué model. Cut out the pictures from the Appendix and arrange them correctly.

Now give each other a mini-exam. Arrange the drawings so that there are 2-3 mistakes. Let the neighbor on the desk find them and correct them (put the drawings correctly).

When you are confident in your knowledge, paste the pictures into your notebook.
Using the model, tell us about the development of animals of different groups.

4. According to the instructions in the textbook, observe how domestic animals take care of their offspring. Here you can make a drawing or paste a photo.

Share your observations in class. Listen to the stories of other guys. What of their observations particularly interested or surprised you?

Pages 61-64. Animal protection

1. Tell orally what animals mean to you. Do you have any favorite animals? Write which ones.

Cats, dogs, bears, cheetahs, wolf, horse, hedgehog.

2. Number the examples of the negative impact of humans on the animal world, expressed by these signs.

1. Deforestation. 2 Pollution of water bodies. 3. Excessive hunting. 4. Excessive fishing. 5. Catching insects. 6. Noise and other disturbances.

Use these signs to explain why many species of wild animals are becoming rare.

Page 64

3. Seryozha and Nadya’s mother asks if you know the animals listed in the Red Book of Russia. Cut out the pictures from the Appendix and place them in the appropriate boxes. Test yourself using the textbook. After checking, paste the pictures.

4. Our sociable Parrot has many friends among birds. He offers you a riddle drawing. What is the name of this amazing bird? Where she lives? Why is it interesting? If you don’t know, look for the answer in additional literature and the Internet.

Write the name of the bird and color the picture.

Mandarin bird. Lives in the Far East. This duck is bred in parks as an ornamental bird.

Page 65

5. Write down the rules that are “encrypted” by these symbols. (Give brief statements.)

1) Don't destroy birds' nests.
2) Protect nests from animals.
3) Do not touch forest animals with your hands.

6. Using additional literature and the Internet, prepare a report about one of the animal species included in the Red Book of Russia. Use the outline of a story about a rare plant or animal that you made in 2nd grade. Write down the basic information for your message point by point. Indicate the source(s) of information.

Example message:

Snow leopard is interesting predator cat family. The snow leopard is one of the highest mountain animals. The snow leopard is mainly active at dusk, but sometimes during the day. Lair Snow Leopard nests in caves and rock crevices, among rocky heaps, often under an overhanging slab and in other similar places, where it hides during the day. Males are usually larger, more massive, stronger than their fellow tribesmen.

Find out what animals other guys have prepared messages about. Listen and evaluate their performances.

7. Come up with and draw a “Take care of animals!” poster on a separate sheet of paper.

Look what your friends have drawn. If you have ideas on how you can help animals, discuss them and do it.

Page 65-67. In the kingdom of mushrooms

1. Draw a diagram of the structure of a mushroom and label its parts.

Test yourself using the textbook.

2. Using the textbook drawing, color the mushrooms from the Red Book of Russia.

3. Give examples of edible and inedible mushrooms. Write at least three names in each paragraph.

A) Edible mushrooms: honey mushrooms, boletus, porcini mushroom
b) Inedible mushrooms: gall mushroom, pale grebe, fly agaric.

4. Look at the photographs. Find out the mushrooms and write their names.

5. How much joy does it bring to a mushroom picker? full basket! Draw mushrooms that you had to pick, or stick a photo.

6. In the book “Green Pages” read the story “His Majesty the Boletus”. Come up with questions for your classmates about this story.

What is this story about?
Why is the porcini mushroom called white?
What mushrooms are called black?
What do people call the porcini mushroom?
What kind porcini mushroom called boletus?

Ask the guys your questions. Evaluate their answers.

?The Great Circle of Life

1. Seryozha and Nadya’s dad drew three groups of organisms that make up the main links in the cycle of substances. Number the pictures according to the list.

1. Manufacturers. 2. Consumers. 3. Destroyers.

2. Draw the arrows so that you get a diagram of the cycle of substances.

3. The Wise Turtle offers you a difficult task. Using the diagrams in your textbook or workbook, compare the water cycle in nature and the cycle of substances. What do they have in common, and what are the differences? Tell us about the significance of these processes for life on Earth.

The scheme of the cycle of substances in nature - nothing arises from anywhere and disappears into nowhere. Everything has its beginning, end and transitional forms. These are the basic rules of life.

The cycle of substances may look something like this:
the plant takes minerals and nutrients from the earth and energy from the sun and grows;
a herbivore eats this plant and transforms the resulting substances;
a carnivore eats a herbivore and transforms the resulting substances;
the apex predator eats the carnivore and converts the resulting substances again;
microorganisms, such as bacteria, fungi and others, decompose the remains after the death of the apex predator into simple elements: nutrients, minerals, etc.;
plants absorb simple elements and the cycle continues.

The common thing between the water cycle and the cycle of substances is that both water and substances return to their original state after passing through the circle.
The difference between these processes is that water only changes its state (liquid, solid, gaseous), but always remains water, and with the circulation of substances, not only the state, but also the type of substances changes.

Page 68-69. Project “Diversity of the nature of the native land”

Project goal: Find out what animals and plants are in the Krasnoyarsk Territory.
Form of work (individually, in pairs, groups, whole class): in pairs

Stages of work:

1) Find out what animals live in the Krasnoyarsk Territory
2) Find out what plants grow in the Krasnoyarsk Territory.
3) Draw a conclusion about the diversity of nature in your native land.

My responsibilities for the project: Find pictures or photographs of animals in the Krasnoyarsk Territory and write about them
Working hours: week

Method of presentation of the results: “Book of the nature of the native land.”

1) Animals
2) Types of animals
3) Plants
4) Types of plants

Plan of my speech at the presentation (conference, holiday).

1) Tell and show pictures of animals of the Krasnoyarsk Territory
2) Together with a friend, draw a conclusion and thank you for your attention.

Materials for the project (write, stick, draw what you think is necessary).

PASTE PHOTO

How do I evaluate my work on the project (was the work interesting, easy or difficult, was it completely independent or did it require the help of adults, how did the collaboration with classmates develop, was the work successful).

I think our project came out good and interesting. It was quite difficult, but everything turned out well thanks to the help of my parents and a friend.

Thanks for your help and cooperation.

I couldn’t have done it without help, but my parents and a friend helped me. Thanks to them for this.

Page 70. Let's test ourselves and evaluate our achievements

Complete the textbook assignments on p. 160-165. When completing tasks, fill out the table. In the “My answer” column, fill in the circle with the color that, in your opinion, corresponds to the correct answer. In the “Correct Answer” column, fill in the circles as shown on the “Self-Test Pages.” Compare these two columns and fill in the third: if your answer is correct, put a “+” sign, if incorrect, put a “-” sign.

We look at the answers on the self-test pages in the textbook.

Answers website to the section We and our health

Page 71-72. Human organism

1. What would you like to know about the human body and health? Write down your questions and try to find answers to them when studying the section “We and our health.”

What is the name of the science that studies the structure of the human body?
Which organ allows us to breathe?

2. Label the indicated human organs.

3. Using the textbook, complete the definition and fill out the table on p. 72.

An organ system is organs that perform a common job.

4. Practical work “Measuring your height and body weight.”

Purpose of work: Measure your height and body weight.
Equipment: Centimeter, scales, pencil.

Progress:
1) Stand up to the wall and ask to mark your height with a pencil.
2) Take a centimeter and measure your height.
3) Step on the scale and see your weight.

Evaluation of the work performed (whether the goal was achieved): 5. Goal achieved

Page 73-74. GDZ on the topic Sense Organs

1. Draw symbols for the rules of hygiene of the senses.
When working in a group, imagine and draw signs that relate to the sense organ you are studying.

Based on the results of the groups’ work, draw the signs proposed by other children.

2. Summarize the knowledge you have acquired about the senses.

1) Connect the words in the right and left columns with lines.

Organ of vision - Eyes
Hearing organ - Ears
Olfactory organ - Nose
Organ of taste - tongue
Organ of touch - Skin

2) Complete the definitions yourself or with the help of a textbook.

a) The sense of smell is the ability to sense smells.
b) Touch is the ability to sense objects by touching them.

Check your work with your deskmate.

3. Tell us what rules of hygiene of the sensory organs are “encoded” in these drawings. Show with arrows which sense organs they belong to.

Mark (fill in the circle) which of these rules you follow.

Page 75-76. Answers to the topic Reliable protection of the body

1. Our incredulous Parrot, having learned about the topic of the lesson, was very surprised: “Can human skin be a reliable defense for the body? Look at my dense feathers, at Ryzhik’s thick fur, at hard shell Turtles. This is reliable protection! But a person has nothing like that. How can the skin protect it?

What do you think about that? Express your guesses (orally), and at the end of the lesson draw a conclusion about whether they were correct.

2. Practical work “Examining our skin.”

Purpose of the work: to learn about the properties of human skin.
Equipment: glass, magnifying glass.
Work progress: according to the instructions in the textbook.

Compare your observations and conclusions with the statements below. Circle "Yes" or "No".

1) The skin is soft and elastic to the touch. Yes.
2) There is a grease stain on the glass. This means that the skin secretes oil. Yes.
3) Hairs and pores are visible on the surface of the skin. Oil and sweat are released through the pores. Yes.

Evaluation of work performed (whether the goal was achieved): Yes
Presentation: Report your work to the class and listen and evaluate other contributions.

3. Write down what skin care products you use.

Soap, shower gel, sun cream, hand cream, lotion, mosquito bite repellent.

4. Using the textbook, fill out the table (give brief wording).

First aid for skin injuries

Type of damage First aid

Bruise Apply something cold.

Cut Wash with water. Lubricate with brilliant green.

Burn Apply cold.

Frostbite Apply heat.

Page 76-77. Answers to the lesson Body support and movement

1. Label the parts shown in the picture musculoskeletal system person.

Skeleton Muscles

2. Using information from the textbook, write the numbers in the text.

Skeleton and muscles

The musculoskeletal system consists of the skeleton and muscles. In the human skeleton there are more 200 bones. The number of different muscles in the human body is even greater: 650 . Used when walking 200 muscles. In order to wrinkle our brow, we need 43 muscles, and in order to smile - 17 muscles.

3. Seryozha and Nadya’s dad drew these symbols for you. With their help, tell us how to develop correct posture.

You need to sit at the table with your back straight. The backpack must be of the correct shape and size. If you have to carry something heavy, you need to distribute the load evenly between 2 hands. It is necessary to play sports and do gymnastics. The bed should be flat, the mattress and pillow not too soft.

Mark (fill in the circle) which rules you follow.

4. Using additional literature, the Internet, pick up and write down interesting information about athletes and other people who have especially developed strength, agility, and endurance.

Alexander Zass (Khamsoy)
- he carried us on his back of the piano along with the pianist.
- they shot him from a cannon from a distance of 8 meters, and he caught the cannonball.
- he was lying on a large piece of wood, from which a bunch of nails were sticking out, while on top of it was a 500 kg stone, and the audience could hit it with their fists.

Chinese representative Song Minming is the tallest basketball player in the whole world. His height is 236 centimeters.
- Usain Bolt from Jamaica is recognized as the fastest man. In 2009, he set world records: he ran the 100-meter race in 9.58 seconds, and the 200-meter race in 19.19 seconds.
- More than one injury in twenty football players receive when they congratulate each other on a goal scored on the playing field.

Tell me, would you like to follow the example of one of these people?

Page 78-79. GDZ on the topic Our food

1. Using the textbook, fill out the table.

Nutrients

Titles v-v Meaning for the body What products contain

Squirrels Construction material Cottage cheese, eggs, meat, cheese, fish

Fats Energy and builds. material Butter, sour cream, margarine

Carbohydrates Energy Bread, sugar, potatoes, pasta

Vitamins Staying healthy Vegetables and fruits

2. Practical work “Studying the composition of products.”

Purpose of the work: to find out what nutrients and in what quantities are contained in different foods.
Equipment: packaging for various products.
Work progress: according to the instructions in the textbook. As you work, fill out the table.

Analyze the completed table. Which of these products has the highest content of: a) proteins; b) fats; c) carbohydrates? Circle the appropriate number.

Evaluation of the work performed (whether the goal was achieved): 5. Goal achieved
Presentation: Report your work to the class and listen and evaluate other contributions.

3. Use arrows to indicate the parts of the digestive system.

Test yourself using the textbook.

4. In what order does food pass through the digestive organs? Number it.

3 Esophagus
2 Throat
5 Intestines
1 Oral cavity
4 Stomach

Page 80-81. Breathing and circulation

1. Write the names of the organ systems shown in the diagrams. Indicate the organs in each diagram with arrows.

Carry out a mutual check with your desk neighbor

2. Using a diagram respiratory system, determine in what sequence the air passes through the respiratory organs when inhaling. Number with a red pencil. How does it move when you exhale? Number with a blue pencil.

2 3 Trachea 4 1 Lungs
1 4 Nasal cavity 3 2 Bronchi

3. Practical work “Learning to measure the pulse.”

Purpose of work: learn to measure the pulse of yourself and another person.
Equipment: watch with a second hand or stopwatch.
Work progress: according to the instructions in the textbook. Fill out the tables as you work.

Table No. 1

a) 100 beats per minute
b) 130 beats per minute

Table No. 1

a) 90 beats per minute
b) 140 beats per minute

Compare the data in tables No. 1 and 2. Draw conclusions (orally).

Evaluation of the work performed (whether the goal was achieved): Goal achieved
Presentation: Tell the class about your work and listen and evaluate other messages.

4. Nadya wants to know which picture correctly shows how to find the pulse. Fill in the circle with the number of this drawing.

5. According to the instructions in the textbook, measure the pulse of your family members. Write the data in table No. 3

An adult's resting pulse is approximately 60-80 beats per minute, while a child's is 90-120 beats per minute.

Page 82-83. GDZ for the lesson Know how to prevent diseases

1. Use your textbook to create a reminder.

Hardening rules

1. Air hardening.

The air will harden the body if you do exercises with the window open, sleep in the warm season with the window open, play more often in the fresh air, skate and ski.

2. Hardening with water.

It is better to start hardening with a cool shower and gradually reduce the water temperature. After water procedures, you need to rub your skin with a dry towel. In summer, swimming in a clean, open body of water tempers your health. The water temperature should not be lower than +20 C. You can stay in the water for no more than 10 minutes and must be under the supervision of adults.

3. Sun hardening.

You need to sunbathe early in the morning or in the evening. Gradually increase the time to 30-40 minutes.

Compare the wording of the rules proposed by different groups. Choose the most successful ones. Formulate the general rules (principles) of hardening.

Test yourself. General rules(principles) of hardening: 1) gradualism; 2) persistence.

2. Seryozha wants to know what diseases are called infectious. Choose the correct answer and mark it with a tick. ...

Infections pathogenic bacteria or viruses.

3. Using these pictures, tell us how to protect yourself and other people from infectious diseases.

You need to wash your hands with soap and wash vegetables and fruits before eating. When sneezing, you need to cover your nose and mouth with a tissue to avoid infecting others.

Mark (fill in the circle) what you never forget to do.

4. Using the textbook, complete the definition.

An allergy is a special sensitivity to certain substances.

Page 84-85. GDZ for the lesson Healthy lifestyle

1. Connect the words in the left and right columns with lines to form the rules for a healthy lifestyle.

Combine work and rest!
Eat right!
Keep it clean!
Move more!
Don't start bad habits!

2. Look at the photographs. What healthy lifestyle rules do children follow? Write the rule under each photo.

Keep clean Play sports

3. The Wise Turtle and the Ant Question were thought to be a “health traffic light” for you. “Light it up” on p. 87 like this:

Page 86-87 Project. Cooking school

Project "Cooking School"

Objective of the project: Learn to properly balance your diet to improve your health.
Form of work (individually, in pairs, groups, whole class): in pairs

Stages of work:

1. Learn about tasty and healthy food
2. Learn about junk food.
3. Write my salad recipe
4. Draw a conclusion

My responsibilities for the project:

1. Learn about tasty and healthy food.
2. Write a recipe for my salad.

Working hours: a week

Method for presenting results: "Book of healthy eating."

The general outline of the book can be written down here:

1. Delicious and healthy food.
2. Junk food.
3 Recipe for my “Health” salad.
4. Conclusion. Proper nutrition is necessary.

A recipe for a dish for my performance at the Cooking Competition.

Cucumber salad
1. Cutting fresh cucumber in slices.
2. Cut the dill.
3. Salt.
4. Add sour cream, mix.
5. The salad is ready.

How do I evaluate my work on the project (was the work interesting, easy or difficult, was it completely independent or did it require the help of adults, how did the collaboration with classmates develop, was the work successful).

The work was interesting and exciting. It was difficult, but they helped me and everything turned out well.

Thanks for your help and cooperation.

I want to thank my parents for their help.

Page 88 Let's test ourselves and evaluate our achievements

Complete the textbook assignments on p. 166 - 170. When completing tasks, fill out the table. In the “My answer” column, fill in the circle with the color that, in your opinion, corresponds to the correct answer. In the “Correct Answer” column, fill in the circles as shown on the “Self-Test Pages.”

Compare these two columns and fill in the third: if your answer is correct, put a “+” sign, if incorrect, put a “-” sign.

We look at the answers on the self-test pages in the textbook.

GDZ for the second part of the workbook The world around us, grade 3 >>

Answers to assignments in the workbook on the subject The world around us for grade 3, part 1 of the workbook, authors Pleshakov and Novitskaya, Perspective program. The workbook will help you with your homework. The workbook is organized in the same style as for the previous 1st and 2nd grades (we also have the answers to them on our website), but the tasks, logically, are more complex, and it is becoming increasingly difficult to find answers to them. Our ready-made homework assignments will help you navigate the world around you and make homework easy and 5 plus!

If you have already completed the first part of the workbook, proceed to the second: GDZ to the second part of the workbook The world around us, grade 3 >>

Answers to tasks on the surrounding world, grade 3, part 1

Scroll through the pages to see the answers to them.

GDZ on the topic The Joy of Knowledge

Page 3-5. Light of knowledge

1. Select proverbs from the peoples of your region about the power of reason, knowledge, and skillful hands. Write them down.

As is the mind, so are the speeches.
As tall as you, but as smart as your body.
Learning is light and ignorance is darkness.
Repetition is the mother of learning.
It's not a shame not to know, it's a shame not to learn.
Skillful hands do not know boredom.
With prayer in your mouth, work in your hands.
You can’t even pull a fish out of a pond without difficulty.
A bad head has no rest for your feet.
Knowledge is the crown on your head.

2. ...Make and write down questions about what you would like to learn about in class at school.

Why does the wind blow?
Why does a bear hibernate in winter?
How does the solar system work?

Menzies's Pseudo-tsuga

3. Look at the corner of nature in the photo above. Tell us what you already know about this plant.

This is Menzies' Pseudotsuga. The second name of the plant is Douglas fir. It's evergreen conifer tree. It grows along the entire Pacific coast from British Columbia to California, in Montana, Colorado, Texas and New Mexico.

Make up and write down questions about what else you would like to know about him. Try to find answers to your questions.

What are those red flowers on the branches? The red flowers are young buds.
How tall can this tree grow? Can grow above 50 meters in height.

4. Tell me from the photo on p. 5, what do you already know about Red Square in Moscow.

Red Square is located in the very center of Moscow. On it are located: St. Basil's Cathedral, a monument to Minin and Pozharsky, Lenin's Mausoleum, the Moscow Kremlin.

Make up and write down questions about what else you would like to know about the cultural monuments depicted in the photograph. Try to find answers to your questions.

What is the height of the Spasskaya Tower? 71 m.
What year was it built? St Basil's Church? The cathedral was built in 1555-1561 by order of Ivan the Terrible in memory of the capture of Kazan and the victory over the Kazan Khanate, which happened on the day of the Intercession Holy Mother of God- at the beginning of October 1552.

Page 6-11. Answers to the lesson How to study the world around us

1. What ways do these students use to study the world around them?

From left to right: Identification of natural objects, observation, experience, modeling, measurement.

2. Practical work "Observation"

Observe the behavior of aquarium fish (or other animals) during feeding. Think through the steps of the work and take notes.

1. Purpose of observation: to find out which food fish like more, dry or live.
2. Observation plan: throw dry and live food into the aquarium at the same time, watch the fish, which food they eat first.
3. Observation results: We saw that the fish first ate the live food. They showed great interest in him.
4 Conclusions: Fish love live food more than dry food.

3. Practical work "Experience"

Carry out an experiment with a magnet. Think through the steps of the work and take notes.

1. Purpose of the experiment: to find out which items in the kitchen are made of iron.
2. Plan for the experiment: attach a magnet to objects, see if it sticks to them.
3. Results of the experiment: the magnet stuck to several objects.
4. Conclusions: using a magnet, we learned that there are iron objects in the kitchen: a refrigerator, a spoon battery, knives, forks, a sink.

5. Practical work "Measuring mass".

Add it.

A scale is a device for measuring mass.

6. Practical work "Measuring length".

Add it.

Ruler and tape measure are tools for measuring length.

Page 12-13. GDZ from 7 gurus to the lesson The book is a source of knowledge

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

Title: Hot facts about ice

3. Read statements about the importance of books and native language in a person’s life.

Marcus Tullius Cicero is an ancient Roman politician and philosopher, a brilliant orator. Information taken from the Internet, Wikipedia.

Konstantin Grigorievich Paustovsky - Russian Soviet writer, who wrote in the romanticism genre, is best known as the author of short stories and stories for children. Information taken from the Internet, Wikipedia.

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

By reading books, we learn a lot of new and informative things, and also develop our speech.

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

In the encyclopedia, dictionary, guidebook, atlas.

Page 14-17. Answers site on the topic Let's go on an excursion

2. Give 1-2 examples.

Art museums: Tretyakov Gallery, Hermitage Museum.

Museum-apartment, house-museum, museum-estate: Chukovsky House-Museum, L.N. Museum-Estate. Tolstoy.

Reserves, national parks: Caucasian biosphere reserve, Sochi national park, Losiny Island (in Moscow).

4. On your own or with the help of additional literature, the Internet, determine which museums are shown in the photographs in the Appendix. Cut them out and paste them into the appropriate boxes.

Page 18-21. GDZ What the plan will tell you

A terrain plan is an accurate drawing of the area, made using conventional signs.

2. Sign the symbols of the plan yourself or with the help of a textbook.

city; Orchard; meadow and path; dirt road.

3. Cut out the symbols of the plan from the Appendix and paste them in the appropriate windows.

5. During the lesson, the teacher asked: “What does the scale of the plan shown in the textbook mean?” ... Who answered correctly? Check the box.

Answer: Ira is right.

6. Practical work "Tourist plans"

1. Look at the plan of the zoo in the textbook. Focus on the sides of the horizon and determine in which parts of the zoo they live:

a) tigers - in the northern part

b) lions - in the southern part

c) bullfinches and other birds - in the Western part

d) camels - in the Eastern part.

2. Consider a fragment of the Moscow plan in the textbook. What landmarks are depicted on it?

Answer: Moscow State University, Sparrow Hills, University, Luzhniki Stadium, Botanical Garden, Olympic Village.

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

Answer: You need to walk along Nevsky Prospekt to Palace Square. Along the way you can see: Anichkov Bridge, Kazan Cathedral, Alexander Column.

Page 22-23. Answers to the topic Planet on a piece of paper

1. Using the textbook, complete the definition.

The map is a miniature image earth's surface on a plane using conventional signs.

3. Color as indicated on the map:

water - blue, land: plains - green and yellow, mountains - brown.

4. Using the textbook, complete the definitions.

A continent is a huge area of ​​land surrounded on all sides by water.

A part of the world is a continent or part of a continent with islands located nearby.

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

Continents: Eurasia, Africa, North America, South America, Australia, Antarctica.

Parts of the world: Europe, Asia, Africa, America, Australia, Antarctica.

6. Using the textbook map, give examples.

Seas: Black, Yellow, Okhotsk, Laptev, Barents, Red.

Rivers: Ob, Lena, Yenisei, Volga, Mississippi, Amazon, Ganges.

Islands: Madagascar, Sri Lanka, Crete, Tasmania, Wrangel.

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

1. Rome is the capital of Italy. Neighbors (neighboring states) - Switzerland, France, Austria, Slovenia.

3. Look at representatives of different nations in traditional costumes. Write down the names of their countries and capitals.

Belarusians. Country - Belarus (Belarus), capital - Minsk.

Mexicans. Country - Mexico, capital - Mexico City.

Turks. Country - Türkiye, capital - Ankara.

Chinese. Country - China, capital - Beijing.

Page 26-27. By traveling, we explore the world

Make a plan to prepare a trip to your city.

If you are in Moscow, write about the local history museum “House on the Embankment”, in St. Petersburg - about the state local history museum “Nevskaya Zastava”. Museum of Local Lore available in any city.

Purpose of travel: learn more about the history of our native land.
Travel destination: Regional Museum of Local Lore.
Sources of information about the place of travel: Internet.
Reference literature: official website of the museum.
Maps, diagrams, plans, guides: a city map to get to the museum.
Equipment: pen and notepad.
Weather forecast: doesn't matter.
Dress code: business suit.
My companion(s): parents.

The museum has a lot of interesting antiques; the guide told us in detail about the history of our city and region.

3. At the farm "On the Edges" Belgorod region Let's learn the skill of a beekeeper. Cut out the drawings from the Appendix. Supplement the photo story with them, observing the order in the work of the working bees and in the concerns of the beekeeper.

Pages 28-31. Answers to the topic Transport

1. Draw an ancient means of transportation among the peoples of your region or paste a photograph.

3. Project "Curious Passenger"

Project name: bus - aquarium.

Name of means of transport: bus.

Drawings, photographs and texts for decoration inside:

Texts: names of fish and their brief characteristics (where they live, what they eat)

Page 32-33. Media and communications

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

You can assign a fictitious symbol to each letter of the alphabet and write words using these symbols.

2. Letter to a friend..

Enter your details! Design example:

From whom Ivanova Ivana
Where Moscow, Nekrasova street 67-98

Departure index 105120

To Smirnov Sasha
Where to Moscow, Nekrasova St. 67-99

Destination index 105120

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

If you don't have a newspaper or magazine, look for one on your city's news website. interesting news and print it out.

4. Write down from memory the names of media and communications.

Answer: Television, radio, newspapers, magazines. Internet media.

Telephone, telegraph, mail - means of communication.

GDZ for the section of the workbook The world is like a home

Page 34-35. The natural world in folk art

1. The word “ekos” (oikos) translated from Greek means “house”, “dwelling”.

The word "logos" translated from Greek means "knowledge", "word".

The ancient Greeks used the word “oikoumene” to describe the land inhabited and developed by man.

2. Fragment of an ancient spinning wheel. Determine how many tiers of the Universe are depicted on it.

This fragment of an antique spinning wheel shows two tiers. The upper one is the kingdom of light and sun, as well as the middle tier - the tier where animals and people live.

In the ancient legends of many peoples of the Earth, a single world consists of three tiers. Here is one of the legends.
The lower tier is the abode of the serpent, the ruler of the underworld and water. The fairytale snake swallows the sun in the evening, when it goes to the west, and releases it in the morning - in the east.
The upper tier is the sky, the kingdom of light, sun, heavenly life-giving waters. From here the mighty luminary controls the order in the Universe.
Animals and people live in the middle tier. This tier is the meeting place of man with the vast Universe, with all the nature around. Man is inside, at the center of the world. Man is the middle part of a large whole.

3. Make up a chain of questions and answers based on the song “Where are you going, Thomas?”

- “Where are you going, Masha?” - "To the store." - “Why go to the store?” - "For products." - “Why do you need food?” - “Prepare lunch.” - “Why do you need lunch?” - "Feed the family." - “Why do you need a family?” - "Collect apples." - “Why do you need apples?” - "Bake the pie." - “Why do you need a pie?” - “Set the table, throw a feast!”

Page 36-39. What does everything consist of?

1. Find the extra photo in each row. Explain your choice.

Answer: in the top row there is a mug, since it is a human product, and everything else is natural objects. In the bottom row is a titmouse, since it is a natural object, and everything else is objects created by man.

2. Give examples of natural objects:

Objects of inanimate nature: stone, sand, water, air, cloud.

Wildlife objects: bird, fish, cat, spider, cactus, jellyfish.

3. Using the text and illustrations from the textbook, fill in the table.

Solids, liquids and gases.

Solids: stone, pencil, bed, watch, glass.

Liquids: water, milk, sunflower oil, juice, kerosene.

Gases: oxygen, hydrogen, carbon dioxide.

4. Find out the substances from the description and write their names in the boxes.

This substance is part of any living organism. 2/3 of the human body consists of this substance. - WATER

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

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

This substance is our assistant in the kitchen because it burns well. But in the event of a leak, it can spread throughout the entire apartment, and this is very dangerous. NATURAL GAS.

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

5. Underline the names of solids with a blue pencil, and the names of substances with a green pencil.

Solids (in blue pencil): nail, horseshoe, wire, gasoline can, icicle, ice floe, candy, salt shaker.

Substances (in green pencil): salt, iron, aluminum, copper, plastic, gasoline, water, sugar.

Page 40-41. 7guru's answers to the lesson The World of Celestial Bodies

1. Using the information from the textbook, write the numerical data in the text.

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

2. Fill out the table.

Difference between stars by color.

White: Regulus, Deneb.

Blue: Sirius, Vega.

Yellow: Sun, Capella.

Red: Aldebaran, Cepheus.

3. Build a model solar system...

Take a sheet of black or blue cardboard and stick colored plasticine circles on it in accordance with the diagram of the Solar System:

4. Solve the crossword puzzle.

2. A planet with rings clearly visible in a telescope is SATURN.

5. The planet we live on is EARTH.

6. The planet is a neighbor of the Earth, located closer to the Sun than the Earth - VENUS.

7. The planet is a neighbor of the Earth, located further from the Sun than the Earth - MARS.

8. The planet located between Saturn and Neptune is URANUS.

5. Using various sources of information, prepare messages about a star, constellation or planet that you would like to know more about.

Mars is the fourth planet from the Sun. It is called the "red planet" because of its reddish color. Mars has two satellites - Phobos and Deimos. Scientists have been studying Mars for a long time. Currently, rovers are operating on the surface of the planet. Source - Wikipedia, Internet.

Page 42-43. GDZ from the site Invisible Treasure

1. In the text of the textbook, find the paragraph that explains the origin of wind. Please read it carefully. Come up with and draw a diagram of how wind occurs.

2. Label the diagram with the names of the gases that make up air. Test yourself using the textbook.

3. Study the properties of air and write down your conclusions.

1. Is the air transparent or opaque? - transparent.

2. Does air have color? No

3. Does the air have a smell? no4. What happens to air when it is heated and cooled?

This experiment shows that air expands when heated.
This experiment shows that air contracts when cooled.

5. How does air conduct heat? Answer: Air is a poor conductor of heat.

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

Page 44-45. The most important substance

Practical work "Study of the properties of water."

Experience 1. Dip a glass rod into a glass of water. Is she visible? What property of water does this indicate?

The stick is visible. This indicates that the water is clear.

Experience 2. Compare the color of the water with the color of the stripes shown on this page. What do you see? What does this mean?

Water has no color, it is colorless.

Experience 3. Smell clean water. What property of water can be determined in this way?

Pure water does not smell, which means it has no odor.

Experience 4.

Place a flask with a tube filled with colored water into hot water. What are you observing? What does this indicate?

Conclusion: Water began to rise up the tube. This suggests that water expands when heated.

Experience 5. Place the same flask in a plate with ice. What are you observing? What does this indicate?

Conclusion: The water level drops, which means the water contracts as it cools.

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

Page 46-47. Answers to the workbook topic Natural elements in folk art

1. Cut out photos from the application. Label them under the names of natural elements. At the bottom of the table, draw images of fire, water and air, characteristic of the fine arts of the peoples of your region.

Images of fire, water and air in the art of the peoples of your region.

2. Write down riddles about fire, water and air, created by the creativity of the peoples of your region.

Riddles about fire, water and air in the works of the Russian people:

If you feed him, he lives; if you give him something to drink, he dies. (fire)

The red cow ate all the straw. (fire)

With a tongue, but does not bark, without teeth, but bites. (fire)

It flies to the bottom in droplets, to the top - invisible. (water)

No arms, no legs, but destroys the mountain. (water)

What can’t you roll up a mountain, carry in a sieve, or hold in your hands? (water)

It flows, it flows - it won’t leak out, it runs, it runs - it won’t run out. (river)

The peas are scattered along a hundred roads, no one will collect them: neither the king, nor the queen, nor the fair maiden, nor the white fish. (air)

The peas scattered over seventy roads; no one can collect it - not the priests, not the clerks, not us fools. (air)

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

The image of water is the waves below, the image of air is a bird. The image of fire is usually depicted as a wheel or the sun. In the middle of the picture there is a sun - this is an image of fire.

Page 48-49. GDZ Storeroom lands

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

Minerals are natural substances.

Rocks- These are natural mineral compounds.

2. Practical work "Composition of granite"

Based on the research results, fill out the diagram.

Composition of granite. Granite: feldspar, mica, quartz.

3. Do you know what is stored in the Earth's storerooms? Cut out photos from the application and paste them into the appropriate windows.

4. Write down the names of the minerals in your region: oil, marl, sand, clay, chalk, shale (Krasnodar region).

Page 50-51. GDZ for the lesson the world around us Miracle under our feet

Practical work "Study of soil composition"

Experience 1. Throw a lump of dry soil into the water. What are you observing? What does this mean?

Conclusion: The soil settles to the bottom, but not all of it. There is air in the soil.

Experience 2. Heat some fresh soil over a fire. Hold the cold glass over the soil. What are you observing? What does this mean?

Conclusion: The glass is fogged up. This indicates that there is water in the soil.

Experience 3. Continue to warm the soil. Wait for smoke to appear and unpleasant odor.

Conclusion: The soil contains humus.

Experience 4. Pour the calcined soil in which the humus has burned into a glass of water and stir. Observe what settles to the bottom first, and what after a while. What does this experience say?

Conclusion: First, sand settled to the bottom, then clay. This means that the soil contains sand and clay.

Experience 5. Place a few drops of water on the glass in which the soil has been sitting for a long time. Hold the glass over the fire. What happened to the water? What happened to the glass? These are mineral salts. What does this experience say?

Conclusion: The water has evaporated, leaving a residue on the glass. This indicates that the soil contains mineral salts.

General conclusion: the composition of the soil includes air, water, humus, sand, clay, and mineral salts.

Page 52-55. World of plants

1. Find out the groups of plants by descriptions. Write the names of the groups in the boxes.

These plants have roots, stems, leaves, flowers and fruits in which seeds ripen. FLORAL

These plants do not have roots, stems, leaves, flowers or fruits. Their body is called a thallus. SEAWEED.

Plants in this group have stems and leaves, but no roots, flowers or fruits with seeds. MHI.

These plants have all parts except flowers and fruits. Their seeds ripen in cones. CONIFEROS.

Plants in this group have roots, stems and leaves that look like large feathers. But they do not have flowers, fruits, or seeds. FERNES.

2. During the lesson, the teacher asked for examples of flowering plants. The children answered like this... Which of the guys answered correctly? Who made the mistakes?

Nadya has the correct answer, Seryozha has one mistake (incorrect answer - pine), Ira has two mistakes ( seaweed, spruce), three errors from Viti (arborvitae, larch, fern).

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

Answer: In the top row from left to right: fuchsia (flowering), salvia (flowering), toadflax (flowering), chicory (flowering). In the bottom row from left to right: bracken (fern), funaria (mosses), fir (conifers), cedar pine (conifers).

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

Cedar pine is a coniferous plant (tree) that grows in Siberia and the North-East of the European part of Russia. People often call it Siberian cedar. The needles of this tree are collected in bunches of 5 pieces. Large cones ripen delicious seeds - pine nuts.

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

1. Color the pattern as we want. Second towel:

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

Fairy tales in which plants are involved: The fairy tale “The golden comb cockerel and the miracle chalk” (a grain of a bean or an acorn sprouted in the house and grew to the sky), “Turnip”, “Rejuvenating apples”, “Wild swans” (the girl wove shirts from nettle).

Illustration for the fairy tale "Turnip"

3. Select and write down riddles and proverbs of the peoples of your region about the feeding land and plants.

Proverbs: The little land is black, but it produces white bread. The earth is a plate: what you put in is what you take out.

Riddles about the earth: It rains - she drinks everything, everything else turns green and grows. Everyone calls her mother, everyone runs after her.

Page 58-61. Answers to the lesson Animal World

1. Write the names of the groups of animals listed.

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

2. Identify the animals. Write the names of the animals and the groups they belong to.

On page 58 from left to right: amber snail (mollusk), goldfinch (birds), hay spider (arachnids).
On page 59, from left to right in the top row: otter (animals), king crab (crustaceans), rhinoceros beetle (insects).
On page 59 from left to right in the bottom row: burbot (fish), tree frog (amphibians), grass snake (reptiles).

3. Compare the frog and the toad according to appearance. Tell (orally) what their similarities are and what their differences are.

First, about the differences. Toads are usually larger in size than frogs. Toads have a thick, wide body and shorter legs. Frogs do not have large parotid glands, which are located in the back of the head in toads. The skin of frogs is tender and moist, while that of toads is dry and covered with tubercles. The eggs of frogs are round, while those of toads look like long cords.
Similarities: both the toad and the frog are amphibians. They have bulging eyes. The hind legs are longer than the front legs. They move by jumping. They live more often near bodies of water. They feed on insects.

4. Cut out details from the application and build development models.

Models of development of fish, frogs, birds.

5. Come up with and write down 2-3 questions for the quiz “In the Animal World.”

How many days will it take for the chicken to hatch from the egg?
How is a frog different from a toad?
Does a hare feed her babies milk?

6. Using the book "Green Pages", prepare a message about one of the species of animals of any group.

Pink salmon. Pink salmon are fish that usually live in the sea, but lay their eggs in rivers. The length of pink salmon reaches 50 cm. Pink salmon feeds on small fish and crustaceans. During spawning, pink salmon change color, and males develop a large hump on their back. Hence the name of the fish. Pink salmon - valuable fish, needs protection and protection.

Page 62-63. GDZ on the topic Our journey into the animal world

Page 64-65. Images of animals in folk art

1. Complete the carving design...

You can glue photos of towels with embroidered roosters, photos with a Dymkovo toy in the shape of a turkey, a horse, wooden decorations for the garden and home in the shape of animals.

3. Briefly write down the plot of a fairy tale from the peoples of your region, where magical animals help people.

Let's remember the fairy tales: "The Tale of Ivan Tsarevich and the Gray Wolf", "Little Little Khavroshechka", "Turnip", "Magic Ring", "Bull - Tar Barrel".

Ivan Tsarevich and Gray wolf.

The king had three sons. In his garden there was an apple tree with golden apples, and every night the apples began to disappear. The king sent his sons to see who was stealing the apples. The two sons fell asleep, but Ivan did not sleep; he saw that the Firebird was eating apples. The king ordered his sons to get the firebird. They went their separate ways. Ivan arrived at a fork where there was a post with an inscription. Whoever goes straight will be cold and hungry all the way. Whoever goes to the left will die, but his horse will live. And whoever goes to the right will remain alive, but the horse will die. Ivan went to the right. The Gray Wolf ran out of the forest, ate the horse, and then began to serve Ivan faithfully. That wolf helped Ivan get the firebird, his bride, and stay alive.

The Little Humpbacked Horse

The peasant had three sons. Their father sent them to guard the wheat. The two sons slept, and Ivan caught the horse. The horse gave him the Little Humpbacked Horse. The Little Humpbacked Horse helped his friend find the firebird, a ring and a beauty for the king. The king wanted to get married, but he had to bathe in boiling water. The Tsar called Ivan first to swim. The horse helped Ivan and he became handsome. And the king was boiled. Ivan and the Tsar Maiden got married. (Written by Maxim Egorov)

Page 66-67. GDZ from 7 gurus for the lesson Invisible threads in living nature

1. Read the text carefully. Underline the names of animals of different groups with different colors: green - herbivores, blue - predators, red - insectivores, brown - omnivores.

Summer is a bountiful time of year for a wide variety of animals. We often see swallows in the sky. They catch numerous flying insects in the air. Near the water, the frog hunts mosquitoes. In the forest they find their prey - small rodents - a fox and an owl. A rich table is laid here for the hare and moose- these are different twigs, leaves, bark. And for crows and wild boars, any food will do - both plant and animal.

This page presents GDZ on the surrounding world, grade 3, part 1 - workbook by the authors Pleshakov A.A. and Novitskaya M.Yu. for the 2019 - 2020 academic year. We hope that this “workbook” will help in preparing homework on the subject of the world around us.

The joy of learning

Page 3 - 5 - Light of knowledge

1. Select proverbs from the peoples of your region about the power of reason, knowledge, and skillful hands. Write them down.

Proverbs about the power of the mind- Reason will defeat force. - Any advice to reason is good. - As is the mind, so are the speeches. - Reason is more beautiful than gold, but truth is the light of the sun. - You can defeat one with your fist, but you can defeat thousands with your mind. more proverbs about mind and reason Proverbs about the power of knowledge- Certificate is strong not in evil, but in truth. - Knowledge is better than wealth. - A bird is red with feathers, but a man is with knowledge. - Knowledge is more valuable than wealth. - Knowledge and wisdom adorn a person. Proverbs about skillful hands- Skillful hands are assistants to science. - You can't buy golden hands with silver. - A hundred tips cannot replace a pair of experienced hands. - A craftsman and a needleworker brings joy to himself and others.

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

How do black holes appear? How were the pyramids built in Egypt? Why is Japan called the land of the rising sun? Why are planes disappearing in the Bermuda Triangle? Why explore space? Why does a woodpecker knock on wood? Why do birds fly in a school?

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

Douglasia or falsesuga tissolifolia or falsesuga of Menzies The picture shows Douglasia. It is also called pseudosuga tissolifolia or pseudosuga mensis, pseudosuga Ienzis, Douglas fir, pseudosuga tissolifolia, Douglas fir, Oregon pine, Douglas fir. - Where can she be found by the lying suga of Menzies?- Menzies' False Suga is found in North America, as well as in Asia. - What is it like? maximum height Douglas?- Douglasia can reach a height of up to 100 meters. - Why of this plant so many names and how did they come about?- During a trip to North America in 1791, biologist and physician Archibald Menzies saw a large tree that looked like a fir. The message about this tree went unnoticed. But in 1827, this tree was rediscovered by the English botanist David Douglas, who brought it to Europe. The tree was then given the name "Douglas fir". During the study, it was discovered that, despite all the similarities with fir, there are a number of differences that made it possible to distinguish the genus - pseudohemlocks in the pine family. So “Douglas fir” became Douglas pseudo-hemlock, and even later - yew-leaved pseudo-hemlock. Then it was decided to name the tree in honor of the discoverer, that is, Menzies pseudo-hemlock, but the old names: “Douglas fir” or “Douglas fir” have been preserved and are used by foresters.

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

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

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

Illustration for the ancient Greek myth of Daedalus and Icarus

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

1. What ways of studying the world around us do these textbooks use? Sign it yourself or using reference words.

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

2. Practical work “Observation”.
Purpose of work: to master the stages of observation.
Observe the behavior of aquarium fish (or other animals) during feeding. Think through the steps of the work and take notes.

1. Purpose of observation: observation of the behavior of aquarium fish during feeding.
2. Observation plan:
   • feed the goldfish with dry food, pouring it on the surface of the water,
   • track the behavior of fish,
   • record the observation results.
3. Observation results: if the goldfish have not eaten all the food poured out within 5 minutes, it means they are overfed and the remaining food will spoil the water.
4. Conclusion: It is important that goldfish receive sufficient, but not excessive, amounts of food.

Come up with questions for each other to find out if the observation goal has been achieved. Rate your progress by placing a “+” sign in the appropriate boxes.
We were able to formulate the purpose of observation.
We have drawn up a clear monitoring plan.
We successfully completed the observation plan and recorded the results.
We were able to draw conclusions from the observations.

3. Practical work "Experience".
Purpose of work: to master the stages of conducting an experiment.
Carry out an experiment with a magnet. Think through the steps of the work and take notes.

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

Come up with questions for each other to find out if the goal of the experience was achieved. Rate your progress by placing a “+” sign in the appropriate boxes.
We were able to formulate the purpose of the experiment.
We have drawn up a clear plan for the experiment.
We successfully completed the experiment plan and recorded the results.
We were able to draw conclusions from experience.
4. What device (tool) will be needed for each case? Indicate with arrows.


5. Practical work “Measuring mass”.
Purpose of work: learn how to measure mass using scales.
1. Using the drawing, study the structure of the scales.

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

4. Complete it.

A scale is a device for measuring mass.

We have learned how scales work.
We understand how scales work.
We learned how to measure mass.

6. Practical work “Measuring length”.
Purpose of work: learn to measure length using a ruler (tape).

1. Using the drawing, study the structure of the ruler and tape measure. Compare them. Think about when to use a ruler and when to use a tape measure.

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

2. Fill in the blanks.

Completed task:

3. Measure the length of the objects given (or indicated) by the teacher. Enter the measurement results into the table.

4. Complete it.

Ruler and tape measure are tools for measuring length.

Come up with questions and tasks for each other to find out whether the goal of the work has been achieved. Rate your progress by placing a “+” sign in the appropriate boxes.
We have learned how a ruler and tape measure work.
We understood in which cases we should use a ruler, and in which we should use a tape measure.
We learned how to measure length.
We have learned to record measurement results.

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

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

2. Draw an illustration for this book. Instead of a drawing, you can paste a photo on the topic of the book.

3. Read the statements about the importance of books and the native language in a person’s life, which are located on the “Reading Moscow” train of the Moscow Metro.

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

Cicero Marcus Tullius - Roman political figure, speaker and writer. Information taken from the New Illustrated Encyclopedic Dictionary, page 798. Paustovsky Konstantin Georgievich - Russian writer. Master of lyrical prose. Information taken from the New Illustrated Encyclopedic Dictionary, page 545.

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

All human wisdom is hidden in books, and only by reading you can comprehend it.

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

The Ancient World, Complete Encyclopedia, Hardman S., Steele F., Thames R., 2007 - A. B. Preobrazhensky. I explore the world: Children's encyclopedia: History of the ancient world. 2001.

Page 14 - 15 - Let's go on an excursion

1. Find the description and indicate with arrows.

Executed option:

2. Give 1-2 examples.

Art museums: Tretyakov Gallery, Museum fine arts named after A. S. Pushkin

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

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

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

• Why do hippos have pink milk?
• Is it true that elephants are afraid of mice?
• What color is a giraffe's tongue?
• How many years does it take for acorns to appear on an oak tree?
• Why Walnut called walnut?

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

4. On your own or with the help of additional literature, the Internet, determine which museums are shown in the photographs in the Appendix. Cut them out and paste them into the appropriate boxes.

Museum of Fine Arts named after A.S. Pushkin

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

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

Page 16 - 17 - Our excursion

Go on an excursion and write a photo story about it. Write down how you rate the excursion and why.

Armory Chamber in Moscow

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

Page 18 - 21 - What the plan will tell you

Site plan- this is an accurate drawing of the area, made using conventional signs.

2. Sign the symbols of the plan yourself or with the help of a textbook.

3. Cut out the symbols of the plan from the Appendix and paste them in the appropriate windows.

			1 - Arable land. 2 - Vegetable garden.

4. Draw the symbols of the plan.

Test yourself using the textbook.

5. During the lesson, the teacher asked: “What does the scale of the plan shown in the textbook mean?” The children responded like this:

Seryozha: “One centimeter on the plan corresponds to one meter on the ground.”
Nadya: “One centimeter on the plan corresponds to 50 meters on the ground.”
Vitya: “One centimeter on the ground corresponds to 10 meters on the plan.”
Ira: One centimeter on the plan corresponds to 100 meters on the ground.

Who answered correctly? Check the box.

6. Practical work “Tourist plans”.

1) Look at the plan of the zoo in the textbook.

Focus on the sides of the horizon and determine in which parts of the zoo they live:

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

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

Fragment of the Moscow plan

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

Sparrow Hills Luzhniki Stadium

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

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

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

If you bring other travel plans to class, consider them. Come up with questions and tasks for each other to see if you have learned how to read travel plans.

We learned to determine the sides of the horizon on the plan.
We learned to find various landmarks on the map.
We learned to determine according to the plan how to get to this or that place.
We learned how to plot a specific route on the plan.

Page 22 - 23 - Planet on a piece of paper

1. Using the textbook, complete the definition.

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

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

3. Color as indicated on the map:

4) Using the textbook, complete the definitions.

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

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

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

Fill in the names of the continents and parts of the world that do not match with any color.

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

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

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

1. Look at the wall political map of the world. Determine the name and borders of the country where the capital is Rome - an ancient city whose culture you already know a lot about. What are the names of its neighboring countries? Write down the information obtained from studying the political map of the world:

Let's look at the map and see that the neighboring countries are: France, Switzerland, Austria and Slovenia. Rome is the capital of Italy. Italy's neighbors are Austria, Switzerland, France and Slovenia.

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

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

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

Political map of the world - click to enlarge image

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

Country: Belarus Capital - Minsk	Country: Mexico Capital: Mexico City
Country: Türkiye Capital - Ankara	Country: China Capital: Beijing

Page 26 - 27 - By traveling, we get to know the world

1. Together with your friends, discuss and make a plan for preparing a trip around your city (village). Use the sample plan from the textbook for this.

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

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

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

3. In the farm “On the Edges” of the Belgorod region we will learn the art of beekeeping. Cut out the drawings from the Appendix. Supplement the photo story with them, observing the order in the work of the working bees and in the concerns of the beekeeper.

Page 28 - 29 - Transport

1. Draw an ancient means of transportation among the peoples of your region or paste a photograph.

Photo of an ancient means of transportation - a sleigh drawn by a troika

2. Distribute vehicles by type. Land transport is marked with a red circle, water transport - with a blue circle, air transport - with a yellow circle.

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

3. Project “Curious Passenger”. Read the story and look at the photographs.

You already know about the “Reading Moscow” train. There is also the Aquarelle train running in the Moscow metro. You get into the carriage and it’s like you’re in an art gallery. Boys, girls and boys of your age look at the creations of Russian artists with interest. Often passengers on this train move from car to car to see as many paintings as possible. Many people take pictures of what they especially liked. The "Watercolor" train is a wonderful gift for all art lovers and simply curious people.
Train "Watercolor"

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

Project name : classical music tram
Name of means of transport : tram
Appearance :

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

Page 32 - 33 - Media and communications

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

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

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

2. Imagine that you are sending a letter to a friend. Use the required information to fill out the postal envelope.

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

4. Write down from memory the names of media and communications. Test yourself using the textbook.

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

The world is like a home

Page 34 - 35 - The natural world in folk art

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

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

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

3. Make up a chain of questions and answers based on the song “Where are you going, Thomas?”, using knowledge about the nature and life of the people of your region. For the final answer, use the textbook's prompts or write the name of the person to whom you are writing this song. You can make a drawing to accompany the text as a gift (on a separate sheet).

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

Page 36 - 37 - What everything is made of

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

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

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

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

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

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

Sugar

— This substance is our assistant in the kitchen because it burns well. But in case of a leak, it can spread throughout the entire apartment, but it is very dangerous.

Natural gas

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

Plastic

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

Page 38 - 39

6. Practical work (experience) “Water is a solvent.”

The purpose of the experiment: to determine which substances water dissolves and which it does not.
1) Suggest a plan (order) for conducting the experiment.

1. Pour water into 4 glasses.
2. Place sugar in 1 glass.
3. Place salt in the second glass.
4. Place chalk in the third glass.
5. Place clay in the 4th glass.
6. Observe the result.
7. Write output

2) Look at the drawing. Select the equipment we need to conduct the experiment. Mark the selected items with a checkmark.

3) Follow the instructions.

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

4) Record the results of the experiment by placing a “+” sign in the corresponding columns of the table.

5) Draw a conclusion. Test yourself using the Application.

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

Brainstorm questions for each other to see if the goal of the experience has been achieved. Rate your progress by placing a “+” sign in the appropriate boxes.
We offered the right plan experience.
We chose the right equipment.
We accurately recorded the results of the experiment.
We drew the right conclusion from experience.

Page 40 - 41 - The world of celestial bodies

1. Using the information from the textbook, write the numerical data in the text.

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

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

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

Difference of stars by color

Star names by color

3. The sun and the celestial bodies moving around it make up the solar system. Build a model of the solar system. To do this, sculpt models of planets from plasticine and place them in correct sequence on a sheet of cardboard. Label the names of the planets and stick them on your model.

4. Solve the crossword puzzle.

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

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

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

Page 42 - 43 - Invisible Treasure

1. In the text of the textbook, find the paragraph that explains the origin of wind. Please read it carefully. Come up with and draw a diagram of how wind occurs.

In nature, moving air is wind. As you know, the earth in different places is heated differently by the sun. The air heats up from the ground. Warm air is lighter than cold air; it rises up, and cold air rushes into its place. This is where the wind arises.

Look at what schemes other guys have proposed. Evaluate your work and the work of your comrades. Whose scheme is correct, accurate, understandable? Who made the mistakes? Tell us about the occurrence of wind according to the most successful patterns.
2. Label the diagram with the names of the gases that make up air. Test yourself using the textbook.

Underline with a green pencil the names of the gases that living organisms absorb when breathing.
Underline with a red pencil the name of the gas that living organisms emit when they breathe.
3. Study the properties of air and write down your conclusions.

1) Is the air transparent or opaque?
The air is transparent.
2) Does air have color?
Air has no color.
3) Does the air have a smell?
The air has no smell.
4) What happens to air when heated or cooled?
hot air expands .

This experience indicates that cold air compresses.
5) How does air conduct heat?
Air is a poor conductor of heat.

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

Page 44 - 45 - The most important substance

Practical work “Study of the properties of water.”

Goal of the work: determine the properties of water.

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

Conclusion: the water is clear.

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

Conclusion: water is colorless.

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

Conclusion: water has no odor.

Place a flask with a tube filled with colored water into hot water. What are you observing? What does this indicate?

Conclusion: when heated, water expands.

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

Conclusion: When water cools, it contracts.

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

Determine the purpose of each experience. Describe (verbally) its progress. Check your findings in the Appendix.

We chose the right equipment for the experiments.
Our conclusions coincided with those presented in the Appendix.
We correctly determined the properties of water, but formulated our conclusions inaccurately.
We made mistakes in determining some properties of water.

Page 46 - 47 - Natural elements in folk art

1. Cut out photos from the Application. Label them under the names of natural elements. At the bottom of the table, draw images of fire, water and air, characteristic of the fine and applied arts of the peoples of your region.

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

Riddles about fire The firebird flies, drops golden feathers. (Fire) Lives without drinking. But as soon as you give him something to drink, he dies. (Fire) The scarlet rooster in the water went out. (Fire) Chewing - I don’t chew, but I eat everything. (Fire) Riddles about water It falls in winter, gurgles in spring, makes noise in summer, drips in autumn. (Water) On a hot day, the most desirable thing is. (Water) What can’t you roll up a mountain, carry in a sieve, or hold in your hands? (Water) Riddles about air What do we breathe? What are we missing? (Air) What can you not see either in the room or on the street? (Air)

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

Orally compose a fairy tale about natural elements.

Page 48 - 49 - Land storage areas

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

Minerals - these are natural substances Rocks - These are natural mineral compounds.

2. Practical work “Composition of granite”.

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

1. Examine and compare samples of minerals: feldspar, quartz, mica. Verbally describe their properties (color, transparency, shine).
2. Examine a piece of granite with a magnifying glass. Find colored grains. This is the mineral feldspar. Look for translucent grains. This is the mineral quartz. Look for black shiny grains. This is a mica mineral.
3. Based on the research results, fill out the diagram.

4. Draw a conclusion (orally). Test yourself using the Application.

Come up with questions and tasks for each other to find out whether the goal of the work has been achieved. Rate your progress by placing a “+” sign in the appropriate boxes.

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

3. Do you know what is stored in the Earth's storerooms? Cut out the photographs from the Appendix and paste them into the appropriate boxes.

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

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

Page 50 - 51 - Miracle underfoot

Practical work “Study of soil composition”.

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

Review equipment prepared for practical work. Use arrows to indicate the names of the items. Explain (verbally) what they are used for.

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

Conclusion: Soil contains air.

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

Conclusion: Soil contains water.

Continue to warm the soil. Wait for smoke and an unpleasant odor to appear. This burns humus soil, which is formed from the remains of plants and animals. Humus adds to the soil dark color. What does this experience indicate?

Conclusion: The soil contains humus.

Calcined soil in which humus has burned (it gray), pour into a glass of water and stir. Observe what settles to the bottom first and what after a while. What does this experience say?

Conclusion: The soil contains clay and sand.

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

Conclusion: The soil contains mineral salts.
General conclusion: the composition of the soil includes air, water, humus, clay, sand, mineral salts.

Determine the purpose of each experience. Describe (verbally) its progress. Check your findings in the Appendix. Evaluate your work by placing a “+” sign in the appropriate boxes.
We correctly named the equipment for the experiments.
Our findings were consistent with those in the Appendix.
We correctly determined the composition of the soil, but formulated the conclusion inaccurately.
We made mistakes in determining the composition of the soil.

Page 52 - 53 - World of Plants

1. Find out the groups of plants by descriptions. Write the names of the groups in the boxes.

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

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

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

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

Nadya has the correct answer, Seryozha has one mistake, Ira has two mistakes, Vitya has three mistakes.

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

Flowering	Flowering	Flowering	Flowering
Fern	Mosses	Conifers	Conifers

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

Burdock, aka burdock

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

If you arm yourself with a magnifying glass and look closely at this plant, you will see small purple flowers inside the ball-basket, and special leaves outside. They end with thorns, thanks to which they easily attach to humans and animals.

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

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

Plants of the Urals

Blue cornflower is an annual plant. It is found along the edges of forests, clearings, roadsides, as a weed in vegetable gardens and fields of cereal crops.

A shrub up to 120 cm high. It is a close relative of the lingonberry. Blueberries bloom in June-July and bear fruit in August-September. Its fruits are very tasty. They are widely used for preparing various dishes.

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

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

1. Color patterns on an antique towel. Identify images of earth and plants. Decorate the second towel with ancient patterns characteristic of the fine and applied arts of the peoples of your region.

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

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

• The earth was displayed at the bottom of the towel, while black colors were allowed. Geometric shapes were used to display the Earth: squares, rhombuses.
• Plants were embroidered on the top of the towel, usually an image of flowers and leaves. Image allowed
  ears of grain in the middle part of the towel.

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

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

• First of all, what comes to mind Russian folktale"Turnip".
• Russian folk tale “Rejuvenating Apples”.
• Russian folk tale “Tops and Roots.”
• Russian folk tale "Spikelet".
• Russian folk tale "Golden Ears".
• “Toad and Rose” by Vsevolod Garshin.
• “The Scarlet Flower” by Sergei Aksakov.
• “The Seven-Flower Flower” by Valentin Kataev.
• “Unknown Flower” by Andrey Platonov.
• "Twelve Months" by Samuil Marshak.

Now let’s give a few drawings for these fairy tales.

3. Select and write down riddles and proverbs of the peoples of your region about the feeding land and plants.

Proverbs and sayings about the earth-breadwinner and plants The plant is a decoration of the earth. The earth loves care. Whoever cherishes the earth, the earth takes pity on him. Fertilize the land more - the harvest will be higher. Crumbs into the ground, cakes out of the ground. The deeper the seed is buried, the better it will be born. Grass without clover is like porridge without butter.

And now the riddles

Riddles about the earth-nurse and plants He breathes and grows, but cannot walk. (Answer: plant) *** Hey, bells, the color blue! With a tongue, but no ringing! (Answer: bell flowers) *** The head is on a leg, there are peas in the head. (Answer: poppy) *** The sisters are standing around: Yellow eyes, white eyelashes. (Answer: daisies) *** The whole world feeds. (Answer: earth)

Page 58 - 59 - Animal world

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

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

2. Identify the animals. Write the names of the animals and the groups they belong to. Use reference words when necessary.

		Already

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

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

Negative human impact on nature	Nature conservation measures
Release of toxic emissions from industrial enterprises and automobiles into the air	Construction of installations that capture harmful substances. Creating cars that pollute less air (run partly on gasoline and partly on electricity).
Ingress of domestic wastewater, waste from industrial enterprises, and farms into water	Construction of treatment facilities in which contaminated water will pass through various filters. In addition, treatment plants should use invisible bacteria that neutralize toxic substances.
Losses of minerals during extraction, transportation, processing	Carefully and economically use minerals during their extraction, transportation and processing.
Destruction of plants that protect the soil	Plants strengthen the soil with their roots, so to preserve It is important to protect the soil and plant plants.
Collection of rare plants by the population	Protect rare plants by building nature reserves, national parks and botanical gardens.
Excessive hunting of animals, poaching	Prohibit and limit hunting of rare animals. Protect animals, constructing nature reserves and national parks. Also help animal protection zoos.

2. Come up with and draw symbols showing security natural communities

c) reservoir

Discuss the symbols suggested by other groups. Choose the most successful ones.

Tell us by conventional signs on the protection of natural communities.

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

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

Proverbs that say that it is necessary to love and protect nature- Fire is the king, water is the queen, earth is the mother, sky is the father, wind is the lord, rain is the breadwinner. - Whoever cherishes the earth, she takes pity on him. - If you feed the earth, it will feed you. - Love nature - she will respond kindly! - It takes a second to break a tree, but it takes years to grow it. - Take care of your native land like your beloved mother.

2. Imagine yourself as the head of an environmentally friendly settlement. Draw in a frame a diagram of your imaginary farm, where the power of water, wind, the heat of the sun is used for heating, lighting, and various types of activities, recycling of waste and garbage, and areas intended for felling are replanted with trees. Use the experience of the peoples of your region, which has been preserved in rural and dacha settlements, in books about the ancient and modern culture of the peoples of Russia and the world.

Page 84 – Wonderful Journey

Visit (your choice) a local history or zoological museum, a batanical garden, a zoo, a natural or historical and cultural reserve in your region. Attach the most interesting photo of your travel.