The working world is a miracle underfoot. Development of a lesson on the surrounding world on the topic “Miracle underfoot. Independent work with self-test against standards

The "Miracle Underfoot" theme

Continue work on deepening the understanding of soil as the upper fertile layer of the earth;

Develop research skills: thinking, observation, curiosity;

Raise children to be observant and thrifty in later life;

Correction of visual - spatial actions, the spatial organization of object actions and the verbal - figurative equivalent of the surrounding space (concepts denoting real objects) in the mind of the child.

Planned results:

Students learn to identify the basic properties of the soil;

In the process of experiments, the composition of the soil will be established;

Learn about the predominant soils of the homeland;

Learn about soil animals.

Equipment: cards - supports: (flat and Braille) air, water, humus, humus, sand, clay, salts, microbes, for experiments: transparent glasses with water, sticks, napkins, laboratory glass, spirit lamp, holder (at the teacher) , collection of soils.

Motivation to learning activities... (1-2 mi n)

Nature has three treasures:

Water, earth and air are its three bases.

Whatever disaster strikes, everything will be reborn again.

What have we already learned? (water and air) - I hang signs on the board

What are we going to study? Who has not guessed, listen and guess the riddle:

I'm being trampled underfoot

They plow, harrow,

And I put up with everything

And I cry good. Earth (plate)

Actualization and fixation of an individual difficulty in trial action. (5-6min)

There is a wonderful pantry in the world. Put a bag of grain in it in the spring, and in the fall you look: instead of one bag in the pantry - twenty. A bucket of potatoes in a wonderful pantry turns into twenty buckets. A handful of seeds is made with a large pile of cucumbers, radishes, tomatoes, carrots. Is it a fairy tale or not? This is not a fairy tale. There really is a wonderful pantry.

You must have guessed what it is called? ( Earth)

- The word "earth" has several meanings. Let's take a look in the dictionary. What meaning of the word is useful to us? ( the soil)

Where did you meet the soil?

What does the soil look like?

What soil animals do you know? (We post messages on the board)

Take a look at soil samples. What color is it? Is there anything else you would like to know about soil? What exactly have we learned about air and water?

(air and water have their own properties)

Let's try to formulate the topic of the lesson and the purpose of our lesson.

Guess the riddles:

The kids really need him,

He's on the paths in the yard

He is both at the construction site and on the beach,

It is even melted in glass. Sand

If you meet on the road, your feet will get bogged down.

And to make a bowl or vase - you will need it right away ... Clay

I am the cloud and the fog, I am the stream and the ocean,

I fly and run and I can be glass. Water

We don't notice it, we don't talk about it.

We just breathe it in, because we need it. Air

Why do you think we remembered these natural resources?

Identifying the cause and location of the difficulty. 1-2 minutes

What are we going to study from the soil? Can we just draw some conclusions about the composition of the soil? What task did we perform to determine the properties of water? (experiments were carried out). We conclude that in order to find out the properties and composition of the soil, it is necessary to conduct a number of experiments. What needs to be prepared.

(spirit lamp, glass, stick, holder, plate, glass)

Safety regulations

Building a project for getting out of a difficulty. 1 minute

Remind again the purpose of our work: to study the composition of the soil.

Determine the sequence of experiments, look in the workbook.

Implementation of the completed project. 10 min

Experience 1. Take a glass of water and throw a lump of dry soil into it. What do you see? (air bubbles come out of the soil) What conclusion can be drawn?

There is air in the soil. Stir the soil with a stick and set the glass aside. Let's continue studying the soil.

Experience 2. I'll warm up the soil a little. Water droplets appear in a tilted test tube. What do you see? (The tube becomes wet) What does experience prove?

There is water in the soil.

Experience 3. We continue to heat the soil. What you see and feel. Ask Lada. (smoke appeared over the ground. An unpleasant odor spreads in the classroom)

Conclusion - there is humus in the soil.

This burns out humus or humus, which was formed from the remains of plants or animals that you talked about at the beginning of the lesson. From the remains of small roots, stems, leaves, parts of insects, worms. It is humus that gives the soil a dark color. And the amount of humus in the soil determines its property. Which? Who knows? (fertility) ask Lada.

Experience 4. Pour the calcined soil, in which all the humus has burned (it is gray), into a glass of water, stir. After a while, they will settle to the bottom sand and clay... (give sand and clay for Lada in a jar)

What have we proved again?

There is sand and clay in the soil.

Experience 5. Take a drop from a glass with a tube where the soil is stirred. We put it on the glass, heat the glass and what do we see? (The water evaporated, but a white deposit remained on the glass.) What is it? Who knows? These are the salts... We draw a conclusion. The soil contains salts.

Salts are essential nutrients for plant growth and development. They are formed thanks to humus under the influence of microbes that live in the soil. And humus is formed from the remains of plants and animals that settle in the soil. And animals increase the fertility of the soil. This is the cycle that takes place in the soil.

So, we have studied the composition of the soil. Make a general conclusion. Write it down in a notebook.

humus

clay

Physical education.

Primary reinforcement with pronunciation in external speech. 4-5 minutes

Pp. 74 -75 Consider the drawing, tell which of the animals the earth serves as a home. (messages from children) How do you think animals improve soil fertility? (children's assumptions)

P. 76 textbook independent work with speaking in pairs. Have your assumptions been confirmed?

Independent work with self-test against standards.

P.77 textbook. Tasks in the heading "Atlas - determinant". What happens if the soil disappears? Do you think all soils are the same? And which ones prevail in Tatarstan? This task is on the trail. lesson.

Incorporation of knowledge and repetition.

Let's discuss. "A giant in a clearing." Read the text under the heading "Let's Think". How do you answer the question in it?

Reflection. Choose the correct answers.

What nature can the soil be attributed to?

A) to live

B) to the inanimate

IN) lifeless and nature connect in the soil

2. What is the soil made of?

A) from microbes, plant roots, various animals living in the soil

B) from air, water, humus, sand, clay, salts

IN) from air, water, humus, sand, clay, salts, as well as microbes, plant roots, various animals living in the soil

3. What do plants get from the soil?

A) humus, sand, clay

B ) air, water, salt

C) remains of plants and animals

4. What influences soil fertility?

BUT) the presence of humus in the soil

B) the presence of water in the soil

C) the presence of sand and clay in the soil

5. How does humus turn into salts that are necessary for plant nutrition?

A) thanks to the animals that live in the soil

B) thanks to the water and air contained in the soil

IN) thanks to microbes living in the soil

Miracle underfoot

We called the soil a miracle underfoot. Isn't it a miracle that a thin layer of earth feeds plants, animals and all people on our planet.
The soil is the top fertile layer land
Fertility- the main property of the soil.

Fertility makes the soil an invaluable gift of nature, the main wealth of any country, any people. "The earth is the nurse" - this is how the people call the soil with great respect. And scientists have been studying the soil for a long time.

Soil science- soil science.

Soil science - soil science - was created by the remarkable Russian scientist Vasily Vasilyevich Dokuchaev.

Why is the soil fertile? To find out, let's study its composition.

Practical work "Study of soil composition".
Purpose of work: determine what is included in the composition of the soil.

Consider the equipment prepared for practical work... Indicate the names of the items with the arrows.

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

Conclusion: The soil contains air.
Test 2... Heat some fresh soil over a fire. Hold cold glass over the soil. What are you watching? What does this mean?

Conclusion: There is water in the soil
Test 3... Continue heating the soil. Wait for smoke and unpleasant odors to appear. This burns up the humus of the soil, which is formed from the remains of plants and animals. Humus gives the soil a dark color. What does this experience show?

Conclusion: The soil contains humus
Test 4... Pour the calcined soil, in which the humus has burned (it is gray), into a glass of water and stir. Observe what settles on the bottom first and what - after a while. What does this experience tell us?

Conclusion: The soil contains sand and clay.
Test 5... Place on the glass a few drops of water that the soil has been in for a long time. Hold the glass over the fire. What happened to the water? What's left on the glass? These are mineral salts. What does this experience tell us?

Conclusion: The soil contains mineral salts.

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

Animals living in the soil make passages in it, where water and air can easily penetrate. Animals mix the soil, grind plant residues. So they increase the fertility of the soil.
Determine which animals live in the soil.
Centipede, earthworms, beetle larva, bear, mole, nut beetle larva.

Take a look at soil samples. What color is it? ( dark)

- To study the properties and composition of the soil, we will conduct an experiment. But due to the fact that the office is not equipped for working with fire, it is forbidden to carry out some experiments.

Open your workbooks on page 50.

Read the purpose of the practical work. (determine what is included in the composition of the soil)

Read what equipment we need and set the correspondence using the arrows. (beaker, alcohol lamp, glass, plate, pipette, holder, tripod, glass rod)

Experience number 1

- Let's do the first experiment. Take a glass of water and throw in a lump of dry soil. What do you see?(air bubbles come out of the soil.)

- What does this mean? (there is air in the soil. Hang a support card with the word air on the board)

- We will see the rest of the experiments in the video.

Experience number 2

Read the experience. Heat the water a little. Cold glass is placed over the soil. Consider drawing experience2 and tell me, what do you see? (glass gets wet)

- What does this experience prove? (there is water in the soil. Hang out a support card with the word "water")

Experience number 3

In this experiment, the water continues to be heated. Consider drawing experience3 and tell me, what do you see? (smoke appeared over the soil)

Humus or humus, which was formed from the remains of plants or animals, burns out. It is humus that gives the soil a dark color. (hang a support card with the word "humus" on the board)

Experience number 4

The calcined soil, in which all the humus has burned out, is poured into a glass of water, stirred. Sand and clay settled to the bottom. What have we proved again? (that sand and clay are present in the soil. Hang the words sand and clay on the board)

Experience number 5

Water is filtered in which the soil has been for a long time. A few drops are placed on the glass. Hold the glass over the fire. There is a coating on the glass. These are salts. Salts are nutrients for plant growth and development. They are formed thanks to humus under the influence of microbes that live in the soil.

Make a conclusion.(there are salts in the soil that can dissolve in water. Post cards "salts", "microbes")

We explored the soil. Take a look at the diagram that we got.

Make a general conclusion and write it down in a notebook.

We are walking, we are walking
we raise our hands higher.
(walking in place, raise and lower your hands.)
We breathe evenly, deeply,
It's easy for us to walk together.
(walking in place, inhale-exhale)
Let's turn our heads together,
(head turns left and right)
You do not need to lower it.
Who lurks under the bush
With a lush red tail?
This is a sly fox
There is a fox house under a bush.
(forward bends)
We will outwit the fox
Let's run away on our toes
(running on toes)
And by the forest at the edge
Let's eat the strawberries.
(forward bends)
As we have seen a lot:
A river, butterflies, flowers.
(walking in place)
learned a lot
together we are - you and me.
( sit at the desks)

Scientists have been studying the soil for a long time. The science of soils - soil science - was created by Vasily Vasilyevich Dokuchaev. Open page 133. Find and read in the text about the importance of soil for humans. Discuss in pairs.

Scientists estimate that it takes 2,000 years for a 5 cm thick layer of soil to form.

How is soil formed? (children's assumptions)

A loose layer is obtained as a result of the destruction of hard rocks. It consists of pebbles, sand, clay. It contains practically no nutrients needed by plants. But still, some unpretentious settle in it, forming humus. Humus is good for plants, so they start growing there, creating even more humus. And so slowly stones, sand and clay turn into soil.

Look in the textbook on pages 74-75 we see animals. Let's call them (wood mouse, toad, may beetle, earthworms, may beetle larva, centipede, bear, click beetle and its larva, cricket, mole.)

- How do you think they increase soil fertility? (children's assumptions)

Well done! Open the tutorial on page 76, 3rd paragraph, read. Tell me, have your assumptions been confirmed? (animals living in the soil make passages in it, where water and air can easily penetrate. Animals mix the soil, grind)

- Read the 1st and 2nd paragraph on page 76.

What happens if the soil disappears (animals, insects and people will starve to death)

What do plants get from the soil? ( salt)

What are Salts? (Salts are nutrients needed for plant growth and development.)

What is humus?(formation from plant residues)

- It can be concluded that the main part of the soil is humus. Salts are formed from it. Plants use them. Animals feed on plants. When plants and animals die, their remains enter the soil and, under the influence of a microbe, turn into humus. And then they are formed again in salt. This is how substances travel in nature, as it were, in a circle.

Imagine that if the soil suddenly disappears, the circulation of substances will be interrupted. Plants and animals will disappear. This means that people will not be able to live on earth. This is indicated by the figure on page 76. Consider and tell how the soil is formed.

- Let's summarize the lesson.

- What is the soil made of? (air, water, humus, sand, clay, salts, microbes)

- What do plants get from the soil? (water, air, salt)

- What influences soil fertility? (presence of humus)

What is the name of the scientist who created the science of soil study(Vasily Vasilievich Dokuchaev)

- I see how well you understood today's lesson. Thank you goodbye!

Developing a lesson on the world around you
Grade 3, UMK "Perspective"
Lesson topic: "Miracle under your feet"

Teacher:
Volkova Marina Valerievna
teacher primary grades MOU Secondary School No. 1 of Maloyaroslavets

TECHNOLOGICAL MAP FOR STUDYING THEME
The lesson of "discovering new knowledge", built on the basis of the activity, research method
Topic
Miracle underfoot

Target
Determine the composition of the soil empirically; bring up respect to the soil.

Planned result
Item skills
UUD

To characterize the composition of the soil, Know the terms soil, fertility, humus, mineral salts.
Mastering the available ways to study nature (empirically)
Personal:
- the formation of a personal emotional attitude to the soil (respect for soil fertility).
Regulatory:
- performing tasks in accordance with the goal and work plan, purposeful search for an answer to the question posed.
Cognitive:
- in the course of practical work, determine what is included in the composition of the soil.
Communicative:
- the formation of the ability to communicate in a group.

Meta-subject skills

Mastering the ability to accept and maintain the goals and objectives of educational activities, searching for means of its implementation Mastering the logical actions of analysis, establishing analogies and cause-and-effect relationships, constructing reasoning, referring to well-known concepts.

Organization of space

Forms of work
Resources

in groups
practical work
-Uch. The world around us grade 3, part 1, page,
-Workbook on the outside world, part 1, pp. 50-51. - Toolkit"Lessons on the world around", grade 3. M.Yu. Novitskaya, N.M. Belyankova, "Education" - M., 2010.
- Internet resources (musical composition "I look into the blue grains", music by L. Afanasyev, lyrics by I. Shaferan)
- Equipment for practical work
- Interactive voting system
- Interactive MIMIO system

Lesson stage
Lesson content
Characteristic
activities of students and teachers
UUD

Stage I. 10 minutes Motivation for activity
The goal is to motivate students to continue studying the topic "Miracle Under Feet"
Organizational minute
Problem situation
Music sounds - first verse musical composition“I look into the blue lakes” (music by L. Afanasyev, lyrics by I. Shaferan).
- What topic did we work with in the last lesson?
- What interesting things did you learn on this topic?
-Let's evaluate your knowledge. How do we do it?
- Using a test.
Children work with the test using a voting system.
Test.
1 Soil is
A) natural substance
B) the top fertile layer of the earth
C) I find it difficult to answer
2 The main property of the soil
A) soil is a home for animals
B) fertility
C) I find it difficult to answer
3 Soil science
A) soil science
B) soiling
C) soil science
4 The science of SOIL was created
A) V.V. Dokuchaev
B) K.E. Tsiolkovsky
C) V.I. Dahl
5 The composition of the soil includes:
A) land
B) water, air, humus, sand, clay, mineral salts
C) I find it difficult to answer
After the test, the diagram of the correctness of the execution is analyzed.
- Why do you think we failed the test 100%?
- What question caused you difficulty?
- Was it easy to answer the fifth question?
- How did you get the answer?
- Can we be sure that the soil contains water, air, humus, sand, clay, mineral salts?
- And where do you need to go to find out the composition of the soil (to the laboratory)
- - Today we will be scientists from the laboratory.
- And what scientist will we get? (Vas. Vas. Dokuchaev)
The teacher sets the children up for the right wave of the lesson.
Students, by guesswork, work in a group, guessing a rebus, formulate the topic of the lesson.
Regulatory:
identify and formulate an educational problem together with the teacher

Communicative:

Stage II. 25 minutes Intellectual transformative activity
The goal is to form students' ability to self-organize in solving educational problems

You named the main property of the soil - fertility. Let's find out why the soil is fertile. What do you think needs to be done for this? (study the composition of the soil)
- We work in groups. We open the workbook on page 50.
- What do we have to do? (to carry out practical work on the study of the composition of the soil)
- What is the purpose of our research? (determine what is included in the soil)
- Consider the equipment prepared for practical work on your desk. Do you know the name of these devices? After consulting with your neighbor, in the notebook, connect the drawing of the equipment and its name with an arrow.
Safety briefing
- Carefully read the instructions for the first experiment. How will you carry out this experience? (we take a glass of water and throw a lump of dry soil into it, observe)
- What interesting things did you see? (bubbles rise up - this indicates that there is air in the soil)

- Carefully read the instructions for experiment No. 2. How will you carry out this experiment?
(we put a lump of fresh soil on the glass, fix the glass in the holder, heat it evenly over the fire, hold the cold glass over the well-heated ground)
- What are you watching? (water droplets appeared on the glass - there is water in the soil)
- Well done! We fix the conclusion in the notebook.
Fizminutka
- Experiment No. 3 is performed by group 1, No. 4 - by the second group, No. 5 - by the third group. You can argue and defend your point of view! Completion of work on the bell.
Children perform experiments, draw conclusions, prepare their own reports.
Group 1: when the soil was heated, they felt an unpleasant odor - there is humus in the soil.
Group 2: gray soil (no humus) was poured into a glass of water - first, a red substance settled to the bottom, and then gray. Conclusion - there is clay and sand in the soil.
Group 3: they took a few drops of water from the first experiment, dripped it onto the glass and held it over the fire. The water evaporated, leaving a trace on the glass - there are mineral salts in the soil.
Each conclusion is recorded in a notebook.
- Based on the experiments done, try to draw a conclusion for yourself what is included in the composition of the soil. (The composition of the soil includes air, water, humus, sand and clay, mineral salts). Compare them with the conclusions in the appendix on p. 89.
- Good! US. 51 find the card group assessment practical work, fill it out.

We correctly named the equipment for experiments
Our findings matched the findings in the appendix
We correctly determined the composition of the soil, but inaccurately formulated conclusions
We made mistakes in determining the composition of the soil

The representative from the group concludes on the work of the group

To make sure you understand the topic well, each group will draw up a soil composition diagram. To do this, you have paper and felt-tip pens on your tables.
The groups work and post their diagrams on the board.
The senior in the group comments on the diagram.
The check follows the scheme on the board.

13 SHAPE \ * MERGEFORMAT 1415

Students in the course of practical work determine what is included in the composition of the soil. At the same time, an algorithm for performing work for each experience is drawn up. Draw conclusions, record them in workbook, report their experience and observation to the class. Fill out the group assessment card for the implementation of practical work.
The teacher helps children in drawing up an algorithm for the implementation of the experiment, to make inferences in the correct form.

The guys make a diagram from the proposed elements. Check their scheme by this sample.

Regulatory:
- while working, check your actions against the goal and, if necessary, correct mistakes with the help of a teacher.
Cognitive:
- in the course of practical work, determine what is included in the composition of the soil, process the information received: draw conclusions based on the generalization of knowledge.
Communicative:
- the formation of the ability to communicate in a pair, a group.

Communicate your position to others: express your point of view and try to substantiate it by giving arguments.

Regulatory:
- in dialogue with the teacher, develop assessment criteria and determine the degree of success in the performance of their work and the work of everyone, based on the available criteria.

Regulatory:
- performing the task in accordance with the goal, purposeful search for an answer to the question posed.
Personal:
- the formation of a personal emotional attitude to the soil (respect for the fertility of the soil, for the animals that form the soil).
Cognitive:
-transform information from one form to another: present information in the form of text, tables, diagrams.

Stage III. 6minutes Reflection of activity
The goal is self-assessment of the results of activities, awareness of the boundaries of the application of new knowledge. Creation of a situation of success.
- Our lesson ends. Assess your work in the lesson. Evaluation is carried out using an interactive voting system. After the selection, the children work with the "Selection Summary" diagram

A) excellent
B) good
C) today I did not succeed in everything
Children conduct self-assessment
give examples of the application of the knowledge gained in life.
General educational UUD: reflection of methods and conditions of action, control and assessment of the process and results of activity.

IV stage. 2 minutes
Monitoring student activities. Homework
The goal is the application of a new method of action, individual reflection on achieving the goal.

So, homework. Textbook p. 77, answer the questions of the heading "Check yourself". Optionally, you can complete the task. Take the cards as you can.
Blue card - in the atlas-determinant or other source, find information about the animals of the soil - the mole and the bear. Compose a short story about them.
Red card - in the book "The Giant in the Glade" read the story "Respect the Life of an Earthworm." Answer the questions: What new have you learned from the story? How do you feel about earthworms? What can this story teach you?
Green card - scientists argue that the soil cannot be attributed only to inanimate or only to living nature. Inanimate and living nature in it, as it were, are united. Do you agree with this statement? Explain, give your examples.

The teacher gives instructions on preparing for the next lesson, suggests the second part homework take a choice, oversees the choice of children. Students choose a creative task that is feasible for themselves, which they will perform at home.

General educational UUD: independent creation of ways to solve problems of a creative and exploratory nature.

Page 17 of 26

MIRACLE UNDER FEET, pp. 50-51

Practical work "Study of soil composition"

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

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

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

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

Test 3. Continue heating the soil. Wait for smoke and unpleasant odors to appear.

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 on the bottom first, and what after a while. What does this experience tell us?

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

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

Conclusion: The water evaporated, a sediment remained on the glass. This suggests that the soil contains mineral salts.

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