The world 1 class.

What is the surrounding world.

Lesson number 1.

Topic: What is the surrounding world.

Form of organization of classes (type of lesson): a lesson with elements of research and play activities.

Lesson type: introductory lesson, lesson on acquaintance with a new academic subject.

Lesson objectives:

Assimilation of the initial ideas about the academic subject "The World Around", about objects of animate and inanimate nature.

Creation of conditions for the formation and development of mental functions, abilities, motivational attitudes, creative research thinking through involvement in active educational and research activities

Formation of moral and volitional qualities, the ability to control their behavior in educational situations.

Basic concepts: the surrounding world: the natural world, the world of things, the world of people.

Meta-subject connections: the world around, iso.

Resources: student workbooks, textbooks, colored pencils, 3 pictures of the city, underwater world and girls by the pond; wagons and objects of nature, things, people.

The planned learning outcome, incl. formation of UUD:

To have ideas about the world around, about objects of living and inanimate nature, to give approximate answers to the question: "Why is it necessary to study the world around?",

Know distinctive features objects of animate and inanimate nature.

Be able to make simple observations, compare objects of animate and inanimate nature, give answers in the form of a small sentence to simple questions of a teacher or a fairy-tale character, be able to follow the teacher's instructions.

Be able to cooperate with friends in the simplest role-playing games and conduct simple dialogues.

1. Personal UUD: the formation of interest in a new subject, determination of the need to study the world in which you live;

2. Regulatory UUD: organization of the workplace according to the instructions of the teacher; if possible, evaluate your work and the work of a friend; define a plan for completing the assignment under the guidance of a teacher.

3. Cognitive UUD: navigate the textbook and workbook; compare objects, objects: find common and difference; group items, objects based on essential features; reproduce what was heard, determine the topic of the lesson; draw conclusions under the guidance of a teacher.

4. Communicative UUD: participate in a dialogue in the lesson, answer the teacher's questions, formulate a question on the issue of interest; listen to and understand the speech of others.

7. Reflection. Personal UUD

Formed UUD

Teacher activity

Student activities

1.Organizational moment

Communicative UUD

The teacher greets the children, accepts their greetings with a smile, and relieves any tension with a little breathing exercise. Prepares children

TEACHER. Good morning kids! Let's get ready for the lesson together - raise our hands up, take a deep breath, hold our hands up for a few seconds, and then sharply lower them down, while making a slight forward bend and a deep exhalation. And now everyone will sit down as it will be convenient for him to work in the lesson.

The children happily greet the teacher, do breathing exercises and sit down in their workplaces. At the same time, they take a comfortable, but acceptable posture for study.

2. Actualization of basic knowledge.

Personal UUD

Speech warm-up. The teacher engages learners in a dialogue.

-Who do you think will be an assistant for you in the lesson?

Hint riddle.

Here is the very first assistant:
He's smart, he's loyal
The lesson will fall on the desk
Look through, he will tell you everything!

-What is our textbook called?

This is the name of the subject that we will study.

Acquaintance with the workbook.
.

Teacher, comrade, at home, mom.

It's a tutorial!

The world.

Children take it in their hands, examine the cover.

3. Goal setting and motivation.

Regulatory UUD

-Let's talk about what will be discussed in our first lesson in the world around us.

-What is the surrounding world?

-Why do you suddenly need to study it?

4.Discovery of new knowledge by children

Cognitive UUD

Personal UUD

TEACHER. Now, let's use our first helper - open the tutorial on the page. Let's take a close look at the illustration.
The teacher reads a poem.
TEACHER.
Look around, buddy!
You see the river, forest, meadow,
Flocks of birds, airplane,
That went on a flight.
Sky, wind, clouds,
The river again, the river meadow!
TEACHER. We are starting to study a new academic subject - "The World Around". Consider the picture again, look out the window, around, think and tell me, what is the world around you? What and who is part of the surrounding world?

STUDENTS. The world around us is what surrounds us, what is around us. These are different creatures and objects, animals, sky, clouds, trees, houses, people.
TEACHER. Ok guys! Well done! And I would like you to learn to observe the world around you, to study and explore it.

In the lesson of the world around us, we will learn why the day is followed by the night? How many days in a year? Why are the seasons changing? How diverse is the plant and animal world Earth? Why is it very important for a person to live in a family? What miracles can human hands work?

The game is a journey.

1st row goes to the forest.

The 2nd row goes to the underwater world.

3 row for a walk around our city.

- List the objects of nature that you saw there?

-Once, two, three - returned from a trip. You guys turned out to be very observant, so you named a lot of objects of the surrounding world.

Let's summarize the first result.

-What does the subject "The World Around" study?

Students open textbooks and look at pictures.

The world around us is what surrounds us, what is around us. These are different creatures and objects, animals, sky, clouds, trees, houses, people

Pupils can list several items around them.

1st row: girl, pond, duck with ducklings, trees, grass.

2nd row: starfish, vegetation, corals, bottom, water.

3rd row: building, square, flowers, trees.

The subject of the surrounding world studies the natural world, the world of things, the world of people.

5. Primary fastening.

Regulatory UUD

Communicative UUD

WORK according to the textbook on p. 5Z

Assignment: Divide the drawings into two groups. Explain your decision. You can use a hint.

-List the items in the picture.

-What two groups would you divide them into? Why?

-Let's try to pronounce the full answer to the question: What is the world around us?

1 answer option: wildlife and inanimate nature.

Option 2: the world of nature, the world of people, the world of things.

According to the textbook: the world around us is what is around us: nature, people and everything that is created by man.

The answers of children who can more accurately reproduce this definition are evaluated.

6. Independent work.

Communicative UUD

Cognitive UUD

Personal UUD

WORK in workbooks on pages 4-5

Task 1 on page 4.

-Color what is related to wildlife.

Physical exercise for eyes and hands.
TEACHER. We did a good job with you and your eyes and hands deserve a little rest. We got up from their workplaces, left their desks, raise the handles up, lower them. We repeat three times. Now let's try to rotate with our hands: forward, backward. We extended our arms to the side, bent at the elbows and rotate: back and forth, now spread our arms to the sides and rotate with our hands: back and forth. Now we put our hands down and shake our hands a little. Close your eyes, imagine that you are on the shore of a gentle warm sea, put your hands in warm water, take your brushes out of the water and try to shake off the drops. Well done! Now let's take a close look out the window at a large tree in the school yard, stop looking at the tree, count out loud to 10. Good! Now close our eyes and count to 10 again.

Children follow the teacher's instructions: rotate their hands, rotate their arms bent at the elbows, rotate and shake their hands, close their eyes.

RUNNING on page 5. notebooks.

-Combine the drawings into two groups. Explain your choice.

GAME "Hitch trailers to the trains".

Living and inanimate nature.

I call two train students to the board. Children from their seats show their picture, locomotives collect trailers.

TEACHER. Well done boys! It is true that we can divide all objects found in nature into two large groups - objects of living nature and objects of inanimate nature.

Flowers, butterfly, spruce, mushrooms.

Work in pairs: "Ask your neighbor for advice."

Dishes - inanimate nature, the rest of the objects of living nature.

They are active on their own.

Control themselves and their comrades during the game.

Sample control on the board.

Communicative UUD -What new have you learned in the lesson?

–Who was it difficult for? Interesting? Assessment of your work.

(for four-year elementary school)

A.A. Vakhrushev, D.D. Danilov, A.S. Rautian, S.V. Tyrin

I. Explanatory note

The most important tasks of education in primary school ( formation of objective and universal methods of action providing an opportunity to continue education in basic school; fostering the ability to learn- the ability to self-organize in order to solve educational problems; individual progress in the main areas personal development- emotional, cognitive, self-regulation) are implemented in the process of teaching all subjects. However, each of them has its own specifics.

Reading, Russian and mathematics create the foundation for mastering all other subjects, at least by teaching children to read, write and count. The core of the rational comprehension of the world has always been the system of sciences, the study of which forms the basis of school curricula in basic and high school both in the number of subjects and in the number of hours. The subject "The World Around", on the basis of the skills gained in reading lessons, Russian language and mathematics, teaches children to a holistic integral rational (intelligible) comprehension of the world around them, prepares them for mastering the basics of knowledge in basic school, and with regard to personality development, its upbringing plays no less, if not a large role in comparison with other items.

The subject "The World Around" is the basis of natural and social sciences... The goal of the course on the surrounding world in elementary school is to comprehend personal experience and teach children to rationally comprehend the world.

Unsystematized fragmentary knowledge can be used only for the purpose for which it is intended. In today's rapidly changing world, a person faces many unexpected, new tasks for which it is impossible to prepare in advance. In an unexpected situation, it can be useful holistic knowledge system, and also in to a greater extent- the formed ability to constantly systematize the acquired information and discover new connections and relationships. Science is an exemplary example of a system of knowledge built on a rational basis.

Acquaintance with the beginnings of science gives the student a key (method) to comprehend personal experience, allowing to make the phenomena of the surrounding world understandable, familiar and predictable. The subject "The World Around" creates the foundation for a significant part of the subjects of the basic school: physics, chemistry, biology, geography, social studies, history. This is the first and only subject in the school that depicts a wide palette of natural and social phenomena. In the future, this material will be studied in various subjects. Therefore, it is within the framework of this subject that it is possible to solve problems, for example, environmental education and upbringing.

The specificity of understanding the experience of a modern child is that his experience is unusually wide, but to a large extent virtual, that is, it is obtained not through direct communication with the outside world, but indirectly, through means mass media and above all television. The role of virtual experience will only increase in the future due to the widespread use of computers and the Internet.

Television is not focused on systematic education for children, although it is becoming the main "window" to the outside world. Therefore, not being able to withstand the negative influences of the virtual experience, the school should, whenever possible, use it for educational purposes and organize the development of the virtual world by schoolchildren. Therefore, the role of the subject "The World Around" is very large and there is a need to expand its content, since this subject should provide answers to various requests childhood experience, including the virtual one.

Comprehension of personal experience is also important because it introduces a value scale into the student's world, without which the formation of any target attitudes is impossible. The subject "The World Around" also helps the student in the formation of personal perception, emotional, evaluative attitude to this world.

II. General characteristics of the subject

Acquaintance with a holistic picture of the world and the formation of an assessment, emotional relationship to the world - the most important lines of development of the student's personality by means of the course of the surrounding world. Modern schoolchildren differ from their peers fifteen or twenty years ago in curiosity and greater awareness. Unfortunately, this knowledge of children, as a rule, is not systematized and fragmented. The reason is that more and more objects and phenomena with which we communicate indirectly are included in the circle of our communication. If in the old time small man For 5-9 years he knew well only those objects and phenomena that directly surrounded him in the family, in the yard, at school, but now the situation has changed radically. Thanks to TV, movies, computers and books, children can know much more about various phenomena and facts far from their home than about the surrounding objects.

As a result, different students have different knowledge and different questions about the world around them. The teacher is faced with the difficult task of constructing a lesson in such a way that, on the one hand, to answer to all the questions of the children and satisfy the curiosity of the students, and on the other - to ensure the assimilation of the necessary knowledge.

How is it to be taught to achieve both goals. It turns out that there is one way out for this. By means upbringing and education of a primary school student is an acquaintance with a holistic elementary scientific picture of the world... The meaning of communicating a picture of the world is to make a person a conscious participant in life with a minimum of communicated knowledge. It is very important from the very first steps of the child in school to teach him a holistic view of the world. Then the answer to any question arising from the student can be easily found, since the children from the very first steps of studying the world around them are taught to look for the place of each phenomenon of nature and human economy in it.

Setting ourselves the goal of building a course in which every student can find answers to his questions, we cannot but be aware that the volume of textbooks is limited. What should be the way out of this situation?

A textbook that includes only such specially selected questions that can be accessed and presented to younger students without popularization is not suitable for solving the problem. Indeed, with this approach, it is impossible to give an answer to most of the questions that the guys have. As a result, the children will not develop a holistic view of the world around them. This, in turn, will not allow them to easily perceive new information, since it is difficult to associate it with a small number of existing ideas and concepts. This means that most of the ideas they develop will be the result of children's myth-making. These ideas, received by children in childhood, can stay with them for life.

A different situation will develop when using the course, which includes the integrated course of the surrounding world offered to your attention within the framework of the School 2100 Educational System. Schoolchildren are introduced to broad ideas about the world, which form a system that encompasses the entire world around them.... At the same time, the most important concepts ("islands of knowledge") studied in detail explain only a small part of the world around them, but the zones of proximal development formed around them make it possible to answer most of the questions that children have. The presentation of a relatively complete picture of the world will make it possible to give a creative research character to the process of studying a subject, forcing students to ask new and new questions that clarify and help to comprehend their experience.

How to form a complete picture of the world in a child? It makes no sense to start trying to tell him things unfamiliar to him. He may be interested, but he will not be able to combine this new knowledge with his experience (knowledge will remain “islands without bridges”). The only way is to help the children reflect on their experience on a daily and hourly basis. A person must learn to understand the world around him and understand the price and meaning of his actions and the actions of the people around him. And even if a person does not always act in accordance with his knowledge, we must give him the opportunity to live reasonably and meaningfully. By regularly explaining his experience, a person learns to understand the world around him. At the same time, he constantly begins to have questions (generated by "islands of ignorance") that require clarification. All this contributes to the emergence of a habit (skill) explaining and making sense of your experience... In this case, he can learn to do any new business, mastering it on his own.

At the same time, it is fundamentally important not to dwell on the cold, rational analysis of the world around us. A person is inseparable from those experiences (emotions, feelings, assessments) that he experiences in relation to everything that happens around him. Thus, another of our goals is to help the student in the formation of personal perception, emotional, evaluative attitude to this world... It is within the framework of this line of development that the tasks of humanistic, ecological, civic and patriotic education are being solved. It is the student's self-determination of his position that will ultimately help him find the answer to the question: "How can we build our life?" in the relationship "man - nature", "man - society". In the opinion of the authors, the only strategy for human survival in relations with nature is the transition to an ecological economy that will not destroy natural ecosystems, but will be built into them. In relationships between people, the main priority is the formation of a civic consciousness of a tolerant personality - a person who is able to independently determine his position, take an interested and tolerant attitude towards the positions and interests of other people. In achieving these goals, we can hope that our student will be able to use the picture of the world.

The activity-based approach is the main way to gain knowledge. The inclusion of a holistic picture of the world, accompanied by a clear expansion of the content, requires significant changes in the didactics of natural science in elementary school.

Traditionally, learning is based on the assimilation of knowledge. Therefore, the main goal of education is “to put knowledge in the heads of children”. In this case, the content of the natural science course in elementary school proposed by us is too voluminous. Of course, the whole, even elementary, picture of the world cannot be learned in elementary school, since this is the task of the entire elementary school. But we do not set ourselves such a goal. We want to acquaint children with the picture of the world and teach them to use it to comprehend the world and streamline their experience. Therefore, the learning process, in our deep conviction, should be reduced to developing the skill of interpreting one's experience. This is achieved by the fact that children in the learning process learn to use the knowledge gained while performing specific tasks that simulate life situations. Solving problematic creative productive tasks is the main way of understanding the world. At the same time, a variety of knowledge that schoolchildren can remember and understand is not the only goal of learning, but only serves as one of its results. After all, sooner or later, this knowledge will be studied in high school. But later, the children will not be able to get acquainted with a holistic (taking into account age) picture of the world, since they will study the world separately in the classroom in different subjects.

In this case, we use the traditional for textbooks "School 2100" minimax principle... According to this principle, textbooks contain redundant knowledge that children can learn and redundant tasks that students can complete. At the same time, the most important concepts and connections that are included in the minimum content (standard) and constitute a relatively small part of the course must be mastered by all students. Thus, textbooks differ significantly in the amount of material that students can and should learn.

Within the framework of a historical and social science course, it turns out to be the most difficult to implement the activity approach, since this approach is largely contradicted by the tradition of teaching history at school. Often, debatable issues from the point of view of science were either avoided or unambiguously interpreted. Attempts to pose these questions as problems inevitably ran into the fact that the students sorely lacked knowledge of the school course to solve them. As a result, the study of history was reduced to a description of events and phenomena, supplemented by an indication of a rigid causal relationship, which assumed during the discussion only an unambiguous solution to the issue (in accordance with the version prevailing at that time in science). All these circumstances make it extremely difficult to develop the ability to use historical experience in modern life... But this is exactly what the implementation of activity-oriented principles requires.

We suggest not to avoid questions-problems on Russian history and modernity. These questions cannot be definitively resolved, within the school in general, and even more so in grades 3-4. A person, constantly expanding his horizons throughout his life, himself comes to the solution of these problems. The objective of the course is put these are the questions for the pupils, since without them a complete picture of history does not exist. When trying to solve these problems in primary school, the teacher should draw the attention of children to the fact that in order to achieve the goal, a constant expansion of their knowledge is required! The goal of the historical and social science part of the course of the surrounding world is for the student to think about problematic issues, so that, as his personality develops, he constantly returns to attempts to resolve them.

Thus, in general, students should develop the ability to understand and learn the world around, i.e. meaningfully apply the knowledge gained to solve educational, cognitive and life tasks.

Algorithm for preparing a teacher for a lesson. When teaching lessons in our course, teachers very often face the problem of lack of time. The material of the topic is so extensive that it is not possible to "open" it completely together with the students, using the technology of problematic dialogue. The bell is already ringing, and the teacher has not yet explained all the material to the children. As a result, there is no time left either for the stage of independent application of knowledge, or for summing up the results. At the heart of this problem lies the desire of the teacher to “open” all knowledge with the students. On the contrary, some difficult situations are easier to explain to the teacher himself, leaving easier "discoveries" for the students. It is important that at each lesson at least part of the knowledge the children “discover” themselves.

Second and main reason lack of time - inability to use the minimax principle. According to this principle, schoolchildren in the classroom can learn a lot of new things (maximum), but they should learn only the most important knowledge (minimum).

1st step. At the first stage of preparation for the lesson, it is necessary to highlight in the content of the textbook the obligatory program minimum... To do this, you need to open the program and find in the requirements for knowledge and skills by the end of a given year of study those that relate to the topic under study (the list of requirements is also placed in the diaries and at the beginning of each section of the textbook). This is the minimum that all students must learn and which will be tested in verification work ah at the end of the quarter. The assimilation of this knowledge and skills is ensured not so much in this lesson as in subsequent lessons in the process of their actualization. In some lessons, knowledge and skills may not be at a minimum.

Starting from the 2nd grade, at the end of the lesson there is a list of concepts that students must learn. Some of these concepts in font refer to software minimum which all students should know. It can be indicated by the expression "must be remembered." But the other part of concepts, facts (it is not highlighted) is not included in the minimum. It can be denoted by the expression "enough to get acquainted". It includes words that are often found in the environment of a child, which, nevertheless, do not need to be known. It is necessary to achieve their understanding in the lesson by all students, but in further lessons it is not necessary to use them at the stage of actualization. To whom they seem important, they will remember them, the rest may forget. But in the independent work carried out at the end of the topic (every 3-4 lessons), they are included and should be present in the lesson on this topic.

Finally, to the third category of concepts and facts - maximum- include those that are in the text of the textbook, but are not placed at the end of the lesson, even more so they are not reflected in the program requirements. They are not only it is not necessary to know, but also it is not necessary to include in the lesson material.

2nd step. At the second stage of preparation for the lesson, having identified the concepts of minimum and maximum, the teacher thinks over the problem situation, the main question of the lesson and a small set critical issues that need to be answered in order to answer the main question. The teacher includes these basic questions of the leading dialogue in his notes, while thinking about the possible answers to them children. You should try to follow the developed plan, being distracted in the lesson only by the difficulties that students have when learning the most important knowledge. If the students immediately express their versions of the solution to the problem (prompting dialogue), the teacher will not ask all the prepared questions, but will go on to discuss the versions in the lesson. In general, in our methodology, one must be prepared in advance for the children to easily lead the teacher off a well-thought-out track. It is in order that the lesson does not lose its logic, the teacher writes in his notes a system of the most important questions and tries to follow it.

3rd step. Only at the third stage of preparation for the lesson, the teacher begins to select and include in the lesson outline those knowledge from the maximum that will interest the students. In the 3-4th grade, you can preliminarily discuss with the children what they want to know about. This material is the reserve that a teacher can donate in case of lack of time.

Monitoring of educational results. Any didactics involves control over the assimilation of knowledge, subject skills and universal training activities... Without the knowledge gained by students, the effectiveness of learning will be zero. Once again, we repeat the requirements for knowledge presented in the classroom about the world around us.

First, in our opinion, only the knowledge of students that they can use in practice is important. Therefore, first of all, the various knowledge gained by schoolchildren should allow them to describe their observations and explain to the children their own experience, help them answer the questions they might have. In fact, what is needed is the skills of using knowledge, not the knowledge itself.

Secondly, solid knowledge is important and necessary, and not learned to this lesson material. In this regard, we propose to grade students in the following two ways:

1. Assessment of the assimilation of knowledge and skills is carried out through the performance of productive tasks by the student in textbooks and workbooks, in independent and final work (1-2 grades), in testing and control works ah (3-4 cl.). Productive tasks require not so much to find a ready-made answer in the text, but to apply the knowledge gained to a specific situation to explain it. This kind of use of knowledge leads to the construction by a person of an integral picture of the world that is understandable to him, adequate to reality. A student who has completely completed all the necessary volume of tasks in a textbook and workbook on his own, will acquire all the knowledge necessary in the course. At the same time, he will not so much remember the definition of concepts and the formulation of laws, as he will be able to apply them in life. Naturally, this kind of task can be invented and added by the teacher. But they must meet all the stated criteria (first of all, require creative application of knowledge) and it is desirable to be associated with any practical activity (write, draw, combine, sculpt, etc.). It is very important that the teacher determines the scope of tasks based on the level of knowledge of his students. In any case, there is no need to complete all tasks in textbooks and workbooks (minimax principle).
2. Assessment of the assimilation of knowledge and skills is carried out through the constant repetition of the most important concepts, laws and rules. At the stage of updating knowledge, before starting to study new material, we suggest that the teacher conduct a blitz survey of the most important concepts of the course and their interrelationships, which must be remembered for correct understanding new topic... It is especially useful if the guys themselves formulate the list of knowledge necessary to solve the problem that has arisen. In all textbooks, starting from the 2nd grade, at the beginning of each lesson, questions are placed to update knowledge.

The advantages of such a test of knowledge and skills are that the teacher is constantly aware of the knowledge that children have. In the event that none of the students can give an answer to the question, the students, under the guidance of the teacher, turn to the dictionary. This once again teaches how to work with him and shows how a person should act if he wants to learn something.

An important role in the control is played by notebooks for independent and final works (1-2 grades) and notebooks for verification and control works (3-4 grades)... The level of tasks in textbooks and workbooks differs in its complexity from the level in independent (test) and final (control) works. The tasks in the textbook and workbook are the most difficult. They include, in accordance with the minimax principle, not only the mandatory minimum (program requirements) that all students must learn, but also the maximum that students can learn. In this case, the tasks different levels difficulties are not marked. In contrast, in independent (test) and final (control) works, starting from the 2nd grade, the level of difficulty (necessary, programmatic or maximum) is marked, which students can independently choose. At the same time, the emphasis of independent (verification) work is placed on the mandatory minimum and the most important positions of the maximum (minimax). And the material of the final (control) works is entirely focused on the mandatory minimum of knowledge.

Thus, each student must master each topic by completing a certain amount of tasks in the textbook and workbook, having coped with the tasks of independent (verification), final (control) works. Positive marks and marks for assignments of independent (verification), final (control) works are a kind of credit for the studied topic. Each topic for each student must be credited, however, the deadline for obtaining a credit should not be strictly limited (for example, students must pass all topics by the end of the quarter). This teaches students to plan their actions. But schoolchildren must constantly see the results of their work, this role can be played by:

1. the table of requirements for the subject in the "Pupil's Diary". In it, the student (with the help of the teacher) puts his marks for various tasks, demonstrating the development of the corresponding skills. For example (grade 2), grade for the task: “What substance gives hardness and elasticity to these objects? (a ball, an inflatable ring, an inflatable mattress are drawn) "is put in the column for the ability to" explain the differences between solid, liquid and gaseous substances ";
2. 2) a student's portfolio of achievements - a folder in which originals or copies (paper, digital) of tasks completed by a student, works containing not only a mark (score), but also an assessment (a verbal description of his success and tips for improving, eliminating possible shortcomings) are placed ...

The accumulation of these marks and grades shows the results of advancement in the assimilation of new knowledge and skills by each student, the development of his skills to act.

III. Description of the place of the subject in the curriculum

In accordance with the federal basic curriculum, the course "The World Around" is studied from grades 1 to 4 for two hours a week. The total amount of study time is 270 hours. Excursions and practical work take a special place. Their required minimum is determined for each section of the program. Excursions include observations, practical work: observations, experiments, measurements, work with ready-made models, self-creation of simple models.

IV. Description of the value orientations of the content of the academic subject

The value of life- recognition of human life and the existence of living things in nature as a whole as the greatest value, as the basis for true ecological consciousness.

The value of nature is based on the universal human value of life, on the awareness of oneself as a part of natural world- a part of animate and inanimate nature. Love for nature means, first of all, a careful attitude towards it as a human habitat and survival, as well as experiencing a sense of beauty, harmony, its perfection, preserving and increasing its wealth.

Human value as a rational being striving for goodness and self-improvement, the importance and necessity of maintaining a healthy lifestyle in the unity of its components: physical, mental and socio-moral health.

The value of good- the focus of a person on the development and preservation of life, through compassion and mercy as a manifestation of the highest human ability - love.

The value of truth- this is the value of scientific knowledge as part of the culture of mankind, reason, understanding of the essence of being, the universe.

Family value as the first and most significant social and educational environment for the development of a child, ensuring the continuity of the cultural traditions of the peoples of Russia from generation to generation and thereby the viability of Russian society.

The value of labor and creativity as a natural condition of human life, a state of normal human existence.

The value of freedom as the freedom of a person to choose his thoughts and actions, but freedom, naturally limited by the norms, rules, laws of society, of which a person is always a member of his entire social essence.

The value of social solidarity as the recognition of human rights and freedoms, the possession of feelings of justice, mercy, honor, dignity in relation to oneself and to other people.

The value of citizenship- a person's awareness of himself as a member of society, people, a representative of the country and the state.

The value of patriotism- one of the manifestations of a person's spiritual maturity, expressed in love for Russia, the people, a small homeland, in a conscious desire to serve the Fatherland.

The value of humanity- a person's awareness of himself as a part of the world community, for the existence and progress of which peace, cooperation of peoples and respect for the diversity of their cultures are necessary.

V. Personal, metasubject and subject results of mastering the academic subject

All the results (goals) of mastering the educational-methodical course form an integral system together with the subject means. Their relationship can be seen in the diagram.

1st class

Personal results studying the course "The World Around" in the 1st grade is the formation of the following skills:

• Evaluate life situations (actions of people) from the point of view of generally accepted norms and values: in the proposed situations, mark specific actions that can be assessed as good or bad.
• Explain from the standpoint of universal human moral values, why specific actions can be assessed as good or bad.
• On one's own define and express
• make a choice what act to do.

The means of achieving these results are the educational material and tasks of the textbook, which provide the 2nd line of development - the ability to determine one's attitude to the world.

Metasubject results studying the course "The world around us" in the 1st grade is the formation of the following universal educational actions (UUD).

Regulatory UUD:

• Define and formulate the purpose of the activity in the lesson with the help of the teacher.
• To speak sequence of actions in the lesson.
• To study express my assumption (version) based on the work with the illustration of the textbook.
• To study work according to the plan suggested by the teacher.

• To study differ a correctly completed task from a wrong one.
• Study with the teacher and other students to give emotional appraisal class activities in the lesson.

Cognitive UUD:

• differ new from already known with the help of a teacher.
• Make a preliminary selection of information sources: navigate in the textbook (spread, in the table of contents, in the dictionary).
• Get new knowledge: find answers to questions using the textbook, your life experience and the information received in the lesson.
• draw conclusions as a result working together the whole class.
• Process the information received: compare and group objects and their images.
• in detail retell small texts, name their topic.

The means of forming these actions are educational material and tasks of the textbook, which provide the 1st line of development - the ability to explain the world.

Communicative UUD:

• make out your thought verbally and written speech(at the level of a sentence or small text).
• Listen and understand the speech of others.
• Expressively to read and retell text.

The technology of problem dialogue (stimulating and leading dialogue) serves as a means of shaping these actions.

Subject results studying the course "The World Around" in the 1st grade is the formation of the following skills.

• name the surrounding objects and their relationships;
• explain how people help each other live;
• name living and non-living natural resources and their role in human life;
• name the main features of each season.

• evaluate the correctness of behavior in everyday life (communication rules, safety rules, traffic rules).

2nd grade

Personal results studying the course "The World Around" in the 2nd grade is the formation of the following skills:

• Evaluate life situations (actions of people) from the point of view of generally accepted norms and values: in the proposed situations, mark specific actions that can estimate as good or bad.
• Explain
• On one's own define and express the simplest rules of behavior common to all people (the foundations of universal human moral values).
• In the proposed situations, relying on common for all simple rules of conduct, make a choice what act to do.

Metasubject results studying the course "The world around us" in the 2nd grade is the formation of the following universal educational actions.

Regulatory UUD:

• Define the purpose of the activity in the lesson with the help of the teacher and independently.
• Learn with the teacher to discover and formulate a learning problem together with the teacher (for this, a number of lessons are specially provided in the textbook).
• To study to plan learning activities in the classroom.
• To express your version, try to suggest a way to test it (based on the productive tasks in the textbook).
• Working according to the proposed plan, use the necessary tools (textbook, the simplest devices and tools).

The means of forming these actions is the technology of problem dialogue at the stage of studying new material.

• Define successful completion of their assignment in dialogue with the teacher.

The means of forming these actions is the technology of assessment educational achievement(educational success).

Cognitive UUD:

• Navigate in your knowledge system: understand that additional information (knowledge) is needed to solve learning task in one step.
• Do preliminary selection sources of information for solving educational problems.
• Get new knowledge: find necessary information both in the textbook and in the dictionaries and encyclopedias suggested by the teacher (in the 2nd grade textbook there is a special “encyclopedia inside the textbook” for this).
• Gain new knowledge: extract information presented in different forms (text, table, diagram, illustration, etc.).
• Process the information received: observe and make independent conclusions.

Communicative UUD:

• Communicate your position to others: make out your thought in oral and written speech (at the level of one sentence or a small text).
• Listen and understand the speech of others.
• Expressively to read and retell text.
• To join in conversation in class and in life.

The means of forming these actions are the technology of problematic dialogue (stimulating and leading dialogue) and the technology of productive reading.

• Jointly agree on and follow the rules of communication and behavior at school.
• Learn to play different roles in the group (leader, performer, critic).

The means of shaping these actions is work in small groups (in guidelines given this version of the lessons).

Subject results studying the course "The World Around" in the 2nd grade is the formation of the following skills.

1st line of development - to be able to explain the world:

• explain the differences between solid, liquid and gaseous substances;
• explain the influence of the Earth's gravity;
• link events on Earth with the location and movement of the Sun and Earth;
• observe the weather and describe it;
• be able to determine the cardinal points by the sun and compass;
• use the globe and maps, find and show parts of the world, continents and oceans on them;
• name the main natural areas and their features.

2nd line of development - to be able to define your attitude to the world:

• evaluate the correctness of human behavior in nature;
• respectfully treat other peoples living on Earth.

Grades 3-4

Personal results studying the course "The World Around" in grade 3-4 is the formation of the following skills:

• Evaluate life situations (people's actions) from the point of view of generally accepted norms and values: learning to separate actions from the person himself.
• Explain from the standpoint of universal human moral values, why specific simple actions can be assessed as good or bad.
• On one's own define and express the simplest rules of behavior common to all people (the foundations of universal human moral values).
• In the proposed situations, relying on common rules of conduct for all, make a choice what act to do.

The means of achieving these results are the educational material and tasks of the textbook, aimed at the 2nd line of development - the ability to determine one's attitude to the world.

Metasubject results studying the course "The World Around" in the 3rd grade is the formation of the following universal educational actions:

Regulatory UUD:

• Formulate the objectives of the lesson on your own after preliminary discussion.
• Together with the teacher, identify and formulate an educational problem.
• Draw up a plan for solving the problem (task) together with the teacher.
• Working according to the plan, check your actions against the goal and, if necessary, correct mistakes with the help of a teacher.

The means of forming these actions is the technology of problem dialogue at the stage of studying new material.

• 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.

The means of forming these actions is the technology of assessing educational achievements (educational success).

Cognitive UUD:

• Navigate in your knowledge system: independently suppose what information is needed to solve a learning problem in one step.
• Take away sources of information necessary for solving the educational problem among the dictionaries, encyclopedias, reference books suggested by the teacher.
• Get new knowledge: extract information presented in various forms (text, table, diagram, illustration, etc.).
• Process the information received: compare and group facts and phenomena; determine the causes of phenomena, events.
• Process the information received: draw conclusions based on the generalization of knowledge.
• Convert information from one form to another: make up simple plan educational and scientific text.
• Convert information from one form to another: present information in the form of text, tables, schemes.

The means of forming these actions are educational material and tasks of the textbook, aimed at the 1st line of development - the ability to explain the world.

Communicative UUD:

• Communicate your position to others: make out their thoughts in oral and written speech, taking into account their educational and life speech situations.
• Communicate your position to others: express your point of view and try it substantiate giving arguments.
• Listen to others, try to accept a different point of view, be ready to change your point of view.

The means of shaping these actions is the technology of problem dialogue (prompting and leading dialogue).

• Read aloud and silently the texts of textbooks and at the same time: conduct a "dialogue with the author" (predict future reading; put questions to the text and look for answers; check yourself); to separate the new from the known; highlight the main thing; to make plan.

The means of shaping these actions is the technology of productive reading.

• Negotiating with people: performing different roles in the group, collaborating in joint decision problems (tasks).
• Learn to respectfully treat the position of another, try to negotiate.

Small group work is a means of shaping these actions.

Subject results studying the course "The World Around" in the 3rd grade is the formation of the following skills.

Part 1. Inhabitants of the Earth

1st line of development - to be able to explain the world.

• give examples of bodies and substances, solids, liquids and gases, energy actions;
• give examples of the relationship between animate and inanimate nature;
• explain the significance of the cycle of substances in nature and human life;
• give examples of living organisms of different "professions";
• list the features of conifers and flowering plants;
• animals (insects, spiders, fish, amphibians, reptiles, birds, animals), mushrooms.

2nd line of development - to be able to define your attitude to the world:

• to prove the need for a careful attitude of people to living organisms.

Part 2. My Fatherland

1st line of development - to be able to explain the world:

• learn about people's lives from the historical text, maps and draw conclusions;
• to distinguish objects and orders created by people (culture) from those created by nature;
• explain what society, state, history, democracy are;
• determine the century by year, the place of the event in the past;
• distinguish between times Ancient Rus, Muscovy, Russian Empire, Soviet Russia and the USSR, modern Russia... To recognize the modern coat of arms, flag, anthem of Russia, to show the borders and the capital on the map.

2nd line of development - to be able to define your attitude to the world:

• to learn to explain their attitude to family and friends, to the past and present of their native country.

Subject results studying the course "The World Around" in the 4th grade is the formation of the following skills.

Part 1. Man and nature

1st line of development - to be able to explain the world:

• explain the role of the main organs and organ systems in the human body;
• apply knowledge about your body in life (for drawing up a daily routine, rules of behavior, etc.);
• to name the main properties of air as a gas, water as a liquid and minerals as solids;
• explain how a person uses the properties of air, water, the most important minerals;
• explain what is the main difference between humans and animals;
• find contradictions between nature and human economy, suggest ways to eliminate them.

2nd line of development - to be able to define your attitude to the world:

• evaluate what is good for health and what is harmful;
• to prove the need to respect living organisms.

Part 2. Man and humanity

1st line of development - to be able to explain the world:

• by the behavior of people to find out what emotions (experiences) they experience, what character traits they have;
• to distinguish from each other different epochs (times) in the history of mankind;
• explain the differences between people of modern humanity: distinguish between citizens of different states; a person's nationality from his race; believers of different religions and atheists.

2nd line of development - to be able to define your attitude to the world:

• explain what interests unite you with your relatives, friends, compatriots, citizens of your country, which unites all people on Earth into one humanity;
• to notice and explain what actions of people are contrary to human conscience, rules of conduct (morality and law), human rights and the rights of the child. Suggest what you yourself can do to correct visible violations.

1st grade. "Me and the world around" (66 h)

How we understand each other (9 hours) Schoolboy, his duties. School. Hand and index finger - the simplest way communication. Arm. Index finger, its role in showing objects. Speech is the main way people communicate. The use of a word to name an object, sign, action. Objects that cannot be pointed with a finger (distant, fabulous, objects in the future).

The benefits of sharing knowledge between people. Transfer and accumulation life experience- the basis of human well-being. Source of life experience: own experience, knowledge of other people, books.

The concepts "right", "left", "in the middle", "behind", "in front", "in front", "behind", "forward", "back", "left", "right", "above", " below ”,“ top ”,“ bottom ”. "Before" and "later".

How do we know what is in front of us (4 hours) Objects and their signs. The signs are common with other objects and are peculiar. Distinguishing objects based on features. Comparison of the characteristics of this subject with others. The properties of objects, their parts and actions with them make it possible to distinguish objects. Combinations of items. Signs of combinations: objects as signs; items with certain characteristics.

How do you know the world (4 hours) Human sense organs. Eyes - organ of sight, ears - organ of hearing, nose - organ of smell, tongue - organ of taste, skin - organ of touch. Memory is the storehouse of experience. Mind. Helping parents and teachers to help children learn about the world. The book stores the knowledge and experience of people. Encyclopedia.

Your family and your friends (7 hours) Your family and its composition. Mutual help in the family. The role in the family of each of its members, the "profession" of family members. Your help to the family. What qualities should a family have?

Rules safe behavior in the House. Hazardous and Poisonous Substances. How to behave in the kitchen, in the bath. Rules for the use of electrical appliances. Fire safety rules. Caution when dealing with strangers and strangers.

Friend and friends. Communication as the interaction of people, the exchange of thoughts, knowledge, feelings, impact on each other. The value of communication in human life. Ability to communicate. Role polite words in communication. The smile and its role. Expressions of greetings and farewells, gratitude, requests, apologies, refusals, disagreements. How to listen to the interlocutor. Miracles of communication (listening, speaking, music, drawing, dancing, etc.). Types of communication in humans and animals, their similarities.

What surrounds us (10 h) The city and its features. Residential area: houses, streets, parks. Urban transport. Mutual assistance of people of different professions is the basis of city life. Traveling around the city: residential areas, factories and factories, business and science Center city, recreation area. The village, its features. The life of people in villages and villages. Growing plants in vegetable gardens, orchards and fields, breeding domestic animals. Rules of safe conduct on the street. Traffic light. Road signs.

The interrelation of people of different professions in the production of bread. The fairytale hero Kolobok and his journey. Human economy. The role of natural resources. Extraction from underground storerooms. Manufacturing of things in factories and factories. Agricultural plants and animals, their help to humans. Agriculture: crop and livestock production. Service sector. Transport.

Human dependence on nature. Living natural resources: animals and plants. Inanimate natural resources: air, soil, water, reserves of underground storerooms. Forces of nature - wind, sunlight, river flow. The role of natural resources in the human economy. Respect for natural resources. Solid, liquid and gaseous bodies, their display in Russian. Three states of water: solid (ice, snow), liquid (water), gaseous (steam).

Excursion Safe Road to School.

Living inhabitants of the planet (9 hours) Plants, mushrooms, animals, people are living organisms. Growth, respiration, nutrition, reproduction are the properties of living organisms. Mortality of living organisms. Respect for the living inhabitants of the Earth.

The similarity of plants and animals: respiration, nutrition, growth, development, reproduction. Plants feed all the inhabitants of the Earth and saturate the air with oxygen. Plants are “breadwinners”. Animals are more often mobile, looking for prey, eating food. Their "profession" is "eaters". The protection of living organisms in nature is the most important concern of man. Variety of plants (flowering and non-flowering plants). Mushrooms. The variety of animals. The connection of living organisms of different "professions" with each other. Their adaptability to their place of life.

Cultivated plants and pets are our friends. Human care for them. Dogs are human helpers. Origin and breeds of dogs. Indoor plants - aliens from different countries... Plant care (regular watering, light). The farmhouse and its inhabitants are animals, their use by man. Taking care of pets. Cultivated plants. Garden, horticultural and field plants are the breadwinners of man. Fruits and vegetables. Edible plant parts.

A person, like an animal: breathes, eats and gives birth to cubs. The resemblance of man to animals. Acquaintance with the purpose of various parts of the human body. Man is an intelligent creature. Making things. Actions characteristic of an intelligent being. Caring for nature.

Ecology is the science of how to live in peace with nature without violating its laws. Rules of conduct in nature. Tasks for students on quick wits: what can and cannot be done in nature. Respect for the world around you.

Why and why (2 h) The sequence of events and its causes. Cause and investigation.

Seasons (12 hours) Autumn. Signs of autumn: cold snap, short day, leaf fall, ice on puddles. Leaf color. Preparing animals for winter.

Winter. Signs of winter. Winter weather. Snow, snowflake, icicle, frosty patterns. Animals and plants in winter. Helping animals.

Spring. Signs of spring: ice drift, snow melting, leaf blooming, arrival of birds, beginning of flowering of plants, nesting of birds. Flowers are primroses. Birds and their nests.

Summer. Summer signs: long day, short night, bright sun, thunderstorm (thunder, lightning). Folk omens... All living things bear offspring, ripening of fruits. Mushrooms. Water travel. Rules of conduct during a thunderstorm. Animal nests and dens.

Excursion to the park "Autumn Nature".

Excursion to the park "Winter Nature".

Excursion to the park "Spring Nature".

Hours at the discretion of the teacher - 4 hours.

2nd grade. "Our planet Earth" (68 h)

Introduction (4 h) Common words- concepts. Living and inanimate nature. Things. Substance. Solids, liquids and gases, their properties. Air is a mixture of gases. Water is liquid. Ice is a solid body. Change of states of substances.

Earth and sun (16 h) Determining the time of day and year from the Sun and Moon. Determination of directions for the Sun and the North Star. The main sides of the horizon are: east - direction to sunrise, west - direction to sunset, north - direction to the North Star, south - direction to the Sun at noon. Compass and its use. Practical work with a compass. Moon phase change. Manufacturing of sundials.

The shape of the earth. Skyline. Evidence of the spherical shape of the Earth: expansion of the horizon with a rise in height, travel around the world, lunar eclipse, flight into space.

Practical work with a globe. Globe is a model of the Earth. Globe and Earth Movement. Equator, poles, hemispheres. Meridians and parallels.

Universe or space. Planets and stars are celestial bodies. Stars are self-luminous celestial bodies. Constellations. The planets shine with reflected light. Planet Earth. The sun is a star. The planets of the solar system. The movement of planets in orbits around the sun. The Moon is the Earth's satellite. Solar eclipse... Air color.

Earth gravity. All objects are attracted to each other, large massive objects attract more to themselves - the law of universal gravitation. The influence of gravity on our life. Weightlessness.

The change of night and day. The main source of light on Earth is the Sun. The rotation of the Earth around its axis is the reason for the change of day and night. The proportionality of the rhythm of a person's life to the day. Daily regime. Practical work with the globe.

Change of seasons. The life of nature changes with the seasons. The height of the sun above the horizon in different seasons of the year. Changes in the angle of inclination of the sun's rays throughout the year. The revolution of the Earth around the Sun is the reason for the changing seasons of the year. The axis of the Earth is directed towards the North Star. Due to the tilt of the axis, the Earth turns to the Sun with its northern hemisphere (summer of the northern hemisphere), then southern (winter of the northern hemisphere). The earth retains the warmth of the sun's rays.

Cold, temperate and hot belts of illumination and their location on the Earth and in relation to sunlight. Arctic Circle, tropic. Cold belt - long winters and short summers temperate zone- alternation of winter and summer, hot zone - "eternal summer".

The atmosphere is the Earth's air envelope. Weather and its signs. Temperature, its measurement. Thermometer. Practical work with a thermometer. Cloudy. Precipitation: rain, snow, hail. The wind and the reason for its formation. Climate is a regularly recurring condition of the weather throughout the year. Weather observation diary. Signs of good and bad weather.

What is depicted on the globe and map. Globe and map (8 hours) Plan and map - the image of the Earth on a plane. The concept of scale. Symbols.

The Globe is a scaled-down model of the Earth. Hemisphere map.

Legend to the map and the globe. Height and depth on the earth map and globe. Practical work with the map.

The mainland is a large piece of land surrounded by water. Eurasia, Africa, Australia, North America, South America and Antarctica are continents. Europe, Asia, Africa, Australia, America and Antarctica are parts of the world. Arctic, Atlantic, Pacific and Indian oceans.

Forms the earth's surface(7 h) Rivers are a constant flow of water from sediments that have fallen on the land surface. Source, channel, mouth (delta). Left and right bank. Drainage basin. The water cycle in nature. Why doesn't the water end in the river? Why is there so much water in the river? Why do rivers not only flow when it rains? How do rivers and streams change the earth's surface? Valley of the river. The most important rivers world and their location on the map. Mountain and lowland rivers. Lakes are natural reservoirs with stagnant water. Flowing and endless lakes. Large lakes. The most deep lake- Baikal. The Caspian Sea is the largest lake.

Plains are flat or slightly hilly areas of land. Plains and lowlands. Swamps. Mountains are elevations of the earth's surface. The nature of the plains and mountains. Rocks. Minerals. The most important plains, mountains and peaks and their location on the map. How mountains were formed: an underground force lifts mountains, and weathering destroys them. How mountains turn to plains. Weathering. Mountains and volcanoes. Volcanoes and eruptions. Earthquakes are the result of the displacement of the layers of the Earth.

Peninsulas are stretches of land that protrude into the ocean. The most important peninsulas and their location on the map. Islands - small areas of land, separated by seas and oceans from the continents. The most important islands of the globe and their location on the map. The seas are large bodies of salt water located along the edges of the oceans and washing the land. Properties of the seas: all seas are connected to each other, the water level in all seas is the same, the water in the seas is salty. The most important seas in the world and their location on the map. Inhabitants of the seas. Coral reefs and organisms inhabiting them.

Excursion"Forms of the Earth's Surface" (held in spring).

Earth is ours common Home(11 h) Habitat of living organisms. Food connections. Ecosystem - living organisms living together and the piece of land on which they live. Plants are “breadwinners”. Animals are "eaters". Mushrooms, microbes, earthworms are "scavengers". Eaters and scavengers provide nutrients to plants. The relationship of all living things in an ecosystem. Their mutual fitness. The circulation of substances.

Natural zones - land areas with similar natural conditions, receiving a similar amount solar heat and light and changing in a certain order from the pole to the equator.

Natural zones of the cold belt. Ice deserts and their inhabitants. Tundra. Harsh climate: long polar night and short summer day. Permafrost. Tundra landscape. Animal and vegetable world... The location of the tundra on the globe. Red Book.

Temperate zone. The woods. Change of seasons. Evergreen coniferous and deciduous trees. Leaf fall and its role in seasonal climate. Fauna and flora. The location of forests on the globe. How forests replace each other.

Steppe. Dry steppe climate. Outdoor landscape. Fauna and flora. Location on the globe. Desert. Hot dry climate. Desert landscape. Fauna and flora. Adaptation of living organisms to the arid desert climate. The location of the deserts on the globe.

The fragile nature of the steppes and deserts, the need to preserve it. Arid zones of the hot belt. Tropical desert zone and its inhabitants. Oasis. The steppe of the hot zone is the savannah. Evergreen forest. Hot humid tropical forest climate. Fauna and flora. The location of evergreen forests on the globe.

The mountains. Cold snap with ascent to the mountains: the sun heats not the air, but the earth. Elementary representations about altitudinal zonality. Mountain plants and animals. Natural disasters in the mountains.

Adaptation of people to life in various natural conditions. Human races. Basic human needs: food and clothing. Gathering food (fruits, berries, mushrooms, roots) and hunting wild animals are the most ancient human occupations. Agriculture and cattle breeding. Agriculture is the occupation of the inhabitants of the plains and lowlands. Cattle breeding is the occupation of the inhabitants of deserts and mountains. Cities are home to many people who work in industry. Countries and peoples inhabiting them. Map of countries and cities - political map... Major countries and cities of the world and their location.

Excursion“Acquaintance with the nature of your natural zone”. Safe travel rules.

Parts of the world (10 h) Europe. Countries and cities of Europe (Great Britain, France, Italy, Germany, Ukraine, Denmark, Sweden). The Alps are the mountains of Europe. The objects around us and their homeland. Heroes of children's fairy tales from European countries.

Asia. The largest part of the world. Natural conditions of Asia. Countries and peoples of Asia (Japan, China, India). Asia is the homeland of more than half of humanity. The objects around us and their homeland.

Africa. Natural conditions of Africa: hot climate. The peoples of Africa: blacks and Arabs. Countries in Africa: Egypt. Sahara Desert. Natural areas of Africa. The objects around us and their homeland. African animals. How to protect yourself from sunlight.

America. Indians are the indigenous people of America. Moderate and hot climate. Natural areas of North America. North America is the second home of industry. Countries (USA, Canada) and cities. The objects around us and their homeland. Natural areas of South America and their inhabitants. South America is home to the smallest birds, the largest snakes, butterflies and beetles, the hardest and lightest tree. Discovery of America by Vikings and Columbus.

Australia. Climate and natural areas of Australia. Australia is the home of kangaroos and other bag animals. Antarctica is the coldest continent on Earth. The lowest temperatures. Glaciers. Life in Antarctica only exists along the coastline. Mastering South Pole... The largest water cycle. Why is Antarctica colder than the Arctic.

Russia. The biggest country in the world. The nature of our country. The main rivers, lakes, plains, mountains, islands, peninsulas and seas of Russia. Natural resources of our country. People are the main wealth of our country. Ancient masters are the pride of Russia. Architectural monuments of our country. The nature and sights of your region.

Our little planet Earth (3 hours) Increased impact modern man to nature: garbage accumulation, climate change, creation of artificial lakes and deserts. The need for protection and respect for nature. Rules of conduct in the apartment, allowing you to preserve nature.

Hours at the discretion of the teacher - 5 hours.

3rd grade. Section 1: "Inhabitants of the Earth" (34 hours)

Substance and energy (4 h) Bodies, natural and artificial. Substance is what all objects and bodies in nature are made of. The substance is made up of particles. Molecules are the smallest particles of matter. Pure substances, mixtures. Three states of matter: solids, liquids and gases, the arrangement of particles in them. The transformation of substances. Why is plasticine soft and glass hard? Why ice is lighter than water.

Energy is the source of motion. The variety of manifestations of energy. Electricity, sunlight, falling water are phenomena caused by the action of energy. The transformation of energy on the example of people's everyday life. The indestructibility of energy. Conversion of energy and release of heat.

The envelope of the planet engulfed in life (5 hours) Air, water and stone shell Earth. Distribution of living organisms. The living shell of the Earth is the biosphere. Life is widespread in the area of ​​mutual penetration of the atmosphere, hydrosphere and lithosphere.

The most important condition for human life is the order of the surrounding world. The stability of conditions is a consequence of the circulation of substances in nature. Life is a participant in the cycle of substances.

Participants in the cycle of substances. Plants are producers, their role in providing food and oxygen. Animals are consumers, their role in limiting the number of plants. Fungi and bacteria are destroyers, their role in converting dead organisms into mineral nutrients for plants.

The flow of a substance through a living organism (food, respiration). Metabolism. The use of absorbed substances for life, growth, self-renewal, reproduction. Burning and breathing.

The role of the sun as a source of energy. Energy storage of the Sun by living organisms.

Ecological system (9 h) The great cycle in the biosphere connects all ecosystems. An ecosystem is a unity of living and inanimate nature, in which a community of living organisms of different "professions" is able to jointly support the circulation of substances. Community. Living and non-living components of the ecosystem. Supply chains. Soil is the unity of living and nonliving. Soil fertility. How is soil formed?

Lake ecosystem. Small unicellular and large algae. Daphnia and Cyclops are the favorite food of aquarium fish. Lake and river fish. Bacteria and their role in waste recycling. Gradual overgrowing of the lake.

The swamp is an overgrown lake. Swamp plants. Sphagnum and its role in absorbing excess water. Marsh berries and their consumers. Swamp animals. Incompletely closed swamp cycle. Peat and the accumulation of dead organic matter. Gradual self-drainage of the swamp.

Meadow ecosystem. Meadow plants: cereals and herbs. Turf and its role in the preservation and creation of relief. Animals of the meadows. Earthworms and bacteria, their role in soil fertility. Overgrowth of the meadow with forest.

Forest ecosystem. Trees are the main plants of the forest. Wood. Trees are powerful pumps (movement of water with mineral salts along the trunk). Forest shrubs. Forest herbs. The value of forest animals. Animals not only participate in the cycle of substances, but also regulate it. Distribution of plant seeds (birch, oak, raspberry, etc.). Forest fungi and bacteria and their role in closing the cycle of substances.

The role of water and wind in the destruction of mountains, soil washing away. The role of life in preserving a living shell. Change of ecosystems and restoration of the closed cycle of substances. Life heals the wounds of the biosphere. Overgrowth of a fireplace, an abandoned field (deposit). How can we help nature heal its wounds?

The field is an artificial ecological system. Cultivated plants planted in the fields. Dependence of the circulation of substances in the fields on human activity. Plowing fields. Fertilizing the field. The inability of cultivated plants to protect - massive reproduction of weeds and pests. Animals of the fields. Present and future of weed and pest control.

An aquarium is a small artificial ecosystem. Inanimate (sand, stones, water) and living components of the aquarium. Algae, crustaceans and fish, bacteria. The relationship of all living and non-living components in the aquarium. Possible mistakes of the novice aquarist.

Excursion "Inhabitants of the lake, meadows, forests".

Living participants in the cycle of substances (10 h) Plants and their role on Earth. Stem, leaf, root are the main organs of flowering plants. A flower is an organ of reproduction. The seed and its role. Fetus. Variety of plants: conifers, flowering plants, mosses, horsetails, moss, ferns, algae. Plants are composed of individual cells... Chlorophyll and its role.

Animals and their role on Earth. The simplest animals. Division of labor between in different parts multicellular organism. Worms. The role of muscles in active movement. The emergence of the head and tail, back and belly. Shellfish. The shell of a clam is like a home and support for muscles.

The appearance of hard covers is protection from predators. The outer skeleton of arthropods is the "armor" of a knight. Insects and their diversity. Insect development. Crayfish, spiders and their features.

The emergence of the spine - the internal skeleton. Fish are vertebrates that have adapted to life in water. Variety of fish. The exit of animals to land. Life on the border of water and land and the structure of amphibians: lungs - respiratory organs, bare skin and the development of tadpoles in water. Reptiles are land animals with variable body temperature. Animals and birds are animals with a constant body temperature. Birds and their flight adaptations. Feather. Migratory and sedentary birds. Beasts. Wool. Caring for offspring in animals and birds. Brain and senses.

Careful handling of wild animals. Rules of conduct with pets.

Mushrooms are wood destroyers. Mycelium. Yeast and its role in bread making. Edible and poisonous, spongy and lamellar mushrooms. Commonwealth of the mushroom and the tree. Lichens.

Bacteria are universal destroyers of substances. Bacteria are the simplest, oldest and smallest living creatures. Difficulty observing bacteria. Traces of the vital activity of bacteria are visible everywhere. Bacteria are the main participants in all cycles.

People's use of the cycle for their own needs. Disruption of the cycle of substances and a threat to human well-being. Nature has no time to restore reserves. Nature has no time to recycle garbage. Examples of ecological disturbances in the biosphere. Living in harmony with nature is the only strategy for humanity. Nature reserves and national parks.

Excursion to the zoo or botanical garden, local history museum, the theme "Diversity of plants and animals."

Repetition of the passed material - 4 hours.

Hours of the teacher's choice - 2.

3rd grade. Section 2: "My Fatherland" (34 hours).

Your family and your Motherland in the flow of time (4 hours) Pedigree of the person. Generations of ancestors. Family tree. Surname, name and patronymic - the connection of times.

The concept of the "river of time". Historical timing. Century (century) and era - the starting point of time. Christian era accepted in modern chronology. Primary ideas about Christianity - one of the most widespread religions in the world.

Our Motherland (home, city or village, native land, country). The society in which we live. The image of the state. Government. Laws are binding rules of conduct established by the state. My Motherland, my Fatherland is Russia!

The history of my homeland. History is the science of the past of mankind. Historical sources... The image of the centuries-old history of Russia.

Times of Ancient Russia. IX - XIII centuries (5 hours) Ancient inhabitants of Russian open spaces. The life of the Slavic tribes.

Creation of the Old Russian state. Kiev is the capital of the Great Dukes of Ancient Rus. The adoption of Christianity under Prince Vladimir Svyatoslavich.

"Ancient Russia is a country of cities." Cities are the centers of culture of Ancient Rus. The idea of ​​culture as all the achievements of mankind. Cultural wealth of Ancient Russia. Temple in the life of an ancient Russian city. Monasteries. Chronicles and handwritten books. Slavic alphabet- Cyrillic.

Defense of the Russian land. The raids of the nomadic steppe people. Heroic outposts. Fragmentation of Russian lands. Fight against European knights. "Battle on the Ice". Alexander Nevskiy.

The ruin and destruction of Ancient Russia. Mongol invasion... State Golden Horde... Primary ideas about the Islamic religion. Russian lands ruled by the Golden Horde.

Times of the Moscow State. XIV - XVII centuries (4 hours) The time of the creation of the Moscow state was the time of the struggle between cruelty and mercy. Battle of Kulikovo. Dmitry Donskoy. Sergius of Radonezh. "Trinity" by Andrei Rublev. Liberation from the Horde yoke. The unification of the Russian principalities into the Russian state.

Great Emperor Ivan III. The state emblem of Russia is a two-headed eagle. Muscovy is the heir to Ancient Rus. Land and people of the Moscow state. Occupations and everyday life of rural residents - peasants. Boyars and nobles. The cities of the Moscow state. The capital of the state is Moscow.

The Moscow Kremlin is a monument of the times of the Moscow state, "the heart of Moscow and all of Russia." Cathedrals of the Moscow Kremlin. The image of Tsar Ivan the Terrible. St. Basil's Cathedral. Time of Troubles - the threat of the collapse of the Moscow state. People's militia of Kuzma Minin and Dmitry Pozharsky. Liberation of Moscow and the salvation of the Fatherland.

Times of the Russian Empire. XVIII - early XX century (5 hours) The transformation of Russia by Peter the Great, the first Russian emperor. Victory in a difficult war with Sweden. Access of Russia to the sea. The new capital is St. Petersburg. Introduction of Russia to European culture. New symbols of the empire: state flag (white-blue-red), naval St. Andrew's flag.

Power and people of the Russian Empire. The image of Catherine II. The great Russian commander A.V. Suvorov. The power of the emperor and officials. The concept of serfdom.

Patriotic War 1812 - a threat to the existence of Russia. Battle of Borodino. The unity of the people in the face of the enemy. M.I. Kutuzov.

Achievements Russian culture during the empire. Mikhailo Lomonosov is “our first university”. Alexander Sergeevich Pushkin - the creator of the Russian literary language. The best works Russian architecture and painting.

The reign of Alexander II is a time of changes in the Russian Empire. Abolition of serfdom. The rapid development of the renewed empire.

Times of Soviet Russia and the USSR. 1917 - 1991 (4 h) The life of workers and peasants at the beginning of the 20th century. People and power. Nicholas II. Revolution of 1917 V.I. Lenin and the Bolsheviks. Civil War in Russia. The collapse of the empire and the formation of the Soviet Union.

The goal of the Soviet state is to build a just society. USSR symbols: red flag, coat of arms. Power of the Soviets and the Communist Party. An attempt to build a just society. I.V. Stalin.

World War II and the Great Patriotic War. Victory over fascism. Heroes of the Great Patriotic War.

Development of the Soviet Union after World War II. Achievements of science and technology in the USSR, space exploration. Changes in people's lives. The need for changes in the country.

Modern Russia (8 hours) Transformation of the USSR into the CIS. The largest CIS state is Russia. Modern Russia is the heir to Ancient Rus, the Moscow state, the Russian Empire and the Soviet Union. Restoration of state symbols. The concept of citizenship. The Constitution is the main law of the state. Rights and obligations of citizens.

What is Democracy? Concepts of the electoral system.

State power in Russia. The concept of legislative and executive power. The president is the head of state who is elected by the people. Government. The State Duma is an assembly of representatives elected by the people, which creates laws.

Russia is the common home of many peoples. Languages ​​and customs of the peoples of Russia. Unity and equality of all peoples of Russia.

The Russian Federation is a state created by the union of territories. Council of the Federation. Russians are all citizens of the Russian Federation.

The property of Russian culture is libraries, museums, theaters. Our most important task is to preserve and enhance the cultural wealth of Russia. Public Holidays in Modern Russia (Origin and Celebration Traditions).

4th grade. Section 1: "Man and Nature" (34 h)

Man and his structure (14 hours) Human device. The main organ systems of the human body and their role in the life of the organism.

Leather. Skin structure. Skin and its role in protection from cold and heat, external influences, microbes (bacteria). The inconstancy of conditions in the external environment and the constancy of conditions inside the body. Sweating and its role in maintaining body temperature. Hygiene rules. Sunburn and sun protection. Corns - protection against abrasion of the skin. Skin is a sense organ. Sensitive fingers. Patterns on palms and fingers.

Human movement. Internal skeleton, its advantages and disadvantages. Continuous bone growth. Bones and their strength. Joints. Mobility in the spine and shoulder joint. Fractures, dislocations. How to provide first aid? Muscles are the movers of the body and its skeleton. Muscles and joint. Muscle functions: contraction and relaxation. Physical fatigue of a person.

Digestion. Digestive organs. Teeth and chewing. Mouth and tongue. Pharynx, esophagus, stomach, intestines, liver. Healthy eating rules. Digestion and its role in the transformation of food into a universal source of energy and building material common to all living things: proteins, carbohydrates and fats.

Excretory organs and their role in removing harmful substances and excess water from cells. Kidney, bladder. What is urine?

Respiratory organs: nasal cavity, pharynx, trachea, bronchi, lungs. Respiratory hygiene. How do we breathe? How do we talk? Sneezing and coughing. Tracheitis, bronchitis, pneumonia.

Circles of blood circulation. The heart is a pump. Arteries, veins and capillaries. Arterial and venous blood. Pulse. Blood pressure.

Blood and its transport function within the body. Transport of nutrients and oxygen to all cells of the body. Blood and its red color. Why doesn't all the blood flow out of a person when he is wounded? Fearless defenders in human blood.

The brain is the governing body. Nervous system: brain and nerves. The function of the nervous system is to quickly and accurately transmit control signals from the brain to the organs and information about the state of the organs to the brain. Brain and spinal cord. Nerves are the "wires" of the nervous system. Control of breathing, heartbeat, food digestion. The hemispheres are the most important part of the human brain. Our feelings. Thinking. Endocrine glands and the production of hormones carried by the blood throughout the body. The hormone of fear and danger and its action.

Sense organs. The eyes are the organs of vision. The lens. Retina. Perception in the light and in the dark. Eye perception of movement. Eye protection. The nose is the organ of smell. The ear is the organ of hearing. The tongue is the organ of taste. Skin is the organ of touch. The organ of balance. Pain is a signal of danger. The specificity of sensitive cells and the lack of specificity of signal conduction along the nerves.

Reproduction is a property of living organisms. The embryo is an organ of the mother. Nutrition and respiration of the embryo. Birth. The dependence of the child on the mother. People are not born, but become.

Injuries. Microbes are the causative agents of diseases. Bacteria and Viruses. What causes the flu and how is it spread? What is a cold? Why do measles, chickenpox and scarlet fever get sick once? Protection of the body. High temperature, its causes. Blood cells are microbial eaters. Vaccinations and their role in saving us from disease. Medicine conquers terrible ailments. Diseases modern society... Physical training - necessary element culture of a civilized person.

Human origin (2 hrs) Human ancestors - great apes and their features. Well-developed hand, eyesight and complex brain. Bipedal movement, vertical positioning of the body, release of hands from the functions of locomotion and a high set head. A long period childhood and learning. The basis for the survival of our ancestors is foreseeing the behavior of enemies and food objects in space and time and collective action. Man and his mind. Speech.

The primitive herd as a prototype of human society. Monkey people - the earliest people our planet. Manufacturing of tools. Keeping weapons and making them for future use is the main prerequisite for the progress of technology. Using fire and making fire. Collective hunting for large animals. Division of labor. Long-term education of children and their later growing up. Family origin. The emergence of Homo sapiens.

Man-made nature (10 h) Domestic animals domestication and breeding, cultivation of cultivated plants. Breeds and varieties. Artificial selection. Livestock and plant growing, their role in the human economy. Plowing, crop rotation, fertilization, watering, the use of greenhouses and pesticides can increase the yield.

The invention of the lever and its use for making tools. Inclined plane and wheel and their application by man. Wedge, block, gate.

Water, its properties (takes the form of a vessel, buoyancy force, fluidity, incompressibility, ability to dissolve). Changes in the properties of water when heated and cooled. Communicating vessels - water supply device. Filtration. The device of the simplest steam engine, hydraulic press and jack.

Air, its composition and properties (expands when heated, poorly conducts heat, low density, elasticity). Balloon. Does air have buoyancy?

Rocks and minerals, their use by man. Properties of rocks and minerals (constant shape, strength, hardness). Brick, cement, concrete, glass production. Precious and semi-precious stones.

Metals, their properties (hardness, plasticity, expand when heated, conduct heat and electricity), extraction and use. Bronze, iron and its alloys. Methods for processing metals. The use of various metals.

Peat, coal, oil and natural gas are fossil fuels, their origin. Steam engine. Internal combustion engine, rocket engine.

Electricity in nature. Human use of electricity. Magnets, their features.

Sound, its properties (pitch and its relationship with vibration). Communication means and musical instruments. Light, its properties (propagation in a straight line, refraction, absorption).

Modern technologies at the service of man. Manufacturing of synthetic materials. Artificial satellite and flight into space. The invention of computers, robots and lasers and their role in the life of modern man.

The appropriating farm of our ancestors. Manufacturing economy. Creation of an artificial ecosystem. Disruption of the cycle of substances in the biosphere: the accumulation of production and life waste, environmental pollution. Our Earth is becoming more and more unexpected and alien to us. Ecological economy of the future man.

Repetition of the passed material - 5 hours.

Hours of the teacher's choice - 3 hours

4th grade. Section 2: "Man and Humanity" (34 hours)

Man and his inner world (9 hours) Man is a child of nature and society. "Mowgli" is a person outside human communication. Training and education in human development.

Basic personality traits. Character. Character traits as stable manifestations of personality.

Emotions. Expression of emotions. Emotional states. Mood. Anxiety. Self-esteem - or how you see yourself. Self-esteem and assessment: you are about yourself, you are about others, others are about you.

Relationship with others and towards others: likes and dislikes. Communication and its types (speech and non-speech). Mimicry - "facial expressions" and pantomime - "language of movements." Moral standards.

Man and Society (4 hours) Society as an interconnection of people. Conflict. Causes and types of conflicts. Ways to resolve conflicts.

Rules of conduct for people in society. Conscience. Morality and law.

Social circles and social groups. Humanity is the largest social group.

Human rights in society. Crimes against the person. The rights of the child. Protection of the rights of the child.

Painting world history humanity (6 h) The world history of mankind is the emergence and changes of human society from the appearance of the first people to the present day. The picture of the world history of mankind is the change of several epochs - "times". The image of the development of society as an image of changes in technology, forms of society, the rules of morality.

The primitive world (1 million years - 5 thousand years ago) is the time of the appearance of man and his settlement on the planet. The ancient world (3 thousand BC - V century AD) - the time of the emergence of the first civilizations - societies of a new type. The Middle Ages (V-XV centuries) - the time of the replacement of some civilizations by others and the spread of the area of ​​civilizations across the planet. Modern times (XV – XIX centuries) - the era of the rapid development of European civilization, dramatic changes in the lives of people. Newest time(XX century) - an era of difficult trials for mankind and the creation of the foundations of the world human (universal) civilization.

Man and Mankind of Many Faces (5 h) One humanity consists of different races and different peoples of the Earth. Races of Humanity. Peoples, their main differences. The nationality of the person. Human rights to the development of their folk culture, equality of representatives of different races and peoples.

One humanity consists of citizens of different states. The variety of states on the planet. Monarchies and republics. Democratic and non-democratic states. Human rights to participate in government, freedom of speech.

One humanity consists of believers, adherents of different religions and atheists. Faith (the idea of ​​gods) and atheism (disbelief in God). Human right to freedom of conscience (choose any religion or be an atheist).

Religions of the world are religions that have spread to many peoples of the world and have become part of the world's common human culture.

Man and United Humanity (4 hours) The image of a "world economy" that unites all of humanity. Human labor activity. Property, income, wages. Exchange and money. The relationship between states and peoples of the planet in the field of production and trade.

Modern humanity is united by the common tasks of developing culture and sports. Human cultural achievements and values, the problem of their preservation and development. The modern Olympic movement, meaning for modern humanity. Almost all states of the planet are members of the United Nations Organization. The tasks of the UN, principles of construction, practical work for the benefit of all mankind. One of the main UN documents is the Declaration of Human Rights.

All mankind is united by global (universal) problems of our time, which threaten the very existence of mankind.

Generalizing repetition - 2 hours.

The way of humanity in the XXI century. The future depends on each of us!

Hours of the teacher's choice - 4 hours.

Vii. Thematic planning and main activities of students

VIII. Material and technical support of the educational process

Primary education differs significantly from all subsequent stages of education, during which systematic courses are studied. In this regard, the equipment of the educational process at this educational level has its own characteristics, determined both by the specifics of teaching and upbringing of junior schoolchildren in general, and by the specifics of the course "The World Around" in particular.

In elementary school, the foundations are laid for the subsequent study of systematic courses in physics, chemistry, biology, geography, history and social studies. The course "The World Around" contains elementary information about animate and inanimate nature that is accessible to students of primary school age; a person, his biological nature and social essence; society, its history and culture. The main objective of the course "The World Around" in primary school is to form a holistic picture of natural and social peace with all the diversity of its phenomena, the formation of an idea of ​​the place and role of a person in it, the development of an emotional-value attitude towards him. Therefore, the principle of visibility is one of the leading principles of teaching in elementary school, since it is visibility that underlies the formation of ideas about the objects of nature and culture of human society.

In this regard, the main role is played by teaching aids, including visual aids:

1. in-kind live benefits- houseplants; animals kept in an aquarium or wildlife corner;
2. herbarium; insect collections; wet preparations; stuffed animals and skeletons of representatives of various taxonomic groups; micropreparations;
3. collections of rocks, minerals, minerals;
4. pictorial visual aids- tables; dummies of the human torso and individual organs, etc.;
5. geographical and historical maps;
6. subjects representing the life of a traditional and modern family, its economy, everyday, festive life and much more from the life of society.

Equipment for multimedia demonstrations (computer, media projector, DVD projector, video recorder etc.) and means of fixing the surrounding world (photo and video camera). Thanks to the Internet and a single collection of digital educational resources (for example, http://school-collection.edu.ru/), it provides a visual image for the vast majority of topics of the course "The World Around".

The use of various teaching aids in their combination allows you to form correct ideas about the objects under study - their size, shape, color; about the significance of phenomena and events in the historical and cultural life of the country and the world, etc.

Along with the principle of clarity in the study of the course "The World Around" in primary school, an important role is played by the principle of objectivity, in accordance with which students carry out various actions with the objects under study. In the course of such activities, students develop practical skills and abilities, and ensure the conscious assimilation of the material being studied.

The World Around Course provides for a significant number of laboratory and practical work modeling the phenomena of the natural and social world. Based on this, the second important requirement for the equipment of the educational process in primary school when studying the world around is that among the teaching aids, devices, dishes, tools for practical work, as well as a variety of handouts.

Handout for practical and laboratory work should include herbariums, seeds and fruits of plants, collections of minerals and minerals, bones, fish scales, bird feathers, various artifacts of the world of culture, etc.

In the course of studying the course "The World Around", junior schoolchildren at an accessible level for them master methods of cognition of nature and society including observation, measurement, experiment. For this, the educational process must be equipped with the necessary measuring instruments: scales, thermometers, centimeter rulers, beakers.

In elementary school, students begin to form cognitive interests, cognitive motivation. At this age, the majority of schoolchildren have expressed an interest in studying nature, their own body, human relationships, therefore, studying the course "The World Around", saturated with information about animate and inanimate nature, the human body, its inner world, various aspects of social life, should stimulate the formation of a sustainable cognitive interest, his further development... This is largely facilitated by the activity-oriented, practice-oriented nature of the content of the course "The World Around", as well as the use of various teaching aids in the course of its study. These include primarily a set of encyclopedias for younger students, allowing you to organize the search for information of interest to children. In addition, an important role belongs to the excursions provided for in the program of the course "The World Around", therefore, the equipment of the educational process, if possible, should include excursion equipment, including folding magnifiers, compasses, binoculars, garden shovels, tape measures etc. For classroom excursions, it is helpful to have a set of popular illustrated identifiers of natural objects(minerals, plants, animals, etc.). To visit local history, art, ethnographic, memorial museums, it is important to have special travel guides designed for interactive tours of a particular exposition.

IX. OBZH in the course "The World Around"

As part of the basic plan of the 2004 standard, the material on life safety is included in other subjects, in particular in the World Around (mainly). Since it is included in the minimum of content, it is automatically studied within the framework of the subject "The World Around" itself. Nevertheless, local attempts are constantly being made in different regions to separate the content of life safety separately and to force teachers to do double planning. From the point of view of the Federal Center, this is not required, but the region has the right to independence. As a result, for example, in the new guidelines for preschoolers, we made a double thematic planning: on OM and OBZH.

This article presents material for grade 3 students, for whom the world is provided in the form of simplified ecosystem models. The concept of human society, its structure and significance in the life of every person is also considered. The process of explaining the world around is going on with simple examples. This is the main task of this material.

Ecosystem concept

In order for a 3rd grade student to better understand what the planet Earth is, it is necessary to visually demonstrate a model of the globe. Our planet has an outer shell called the atmosphere. All living organisms on Earth breathe atmospheric air. The atmosphere protects the Earth from overheating, from cosmic rays.

The earth has a water shell - this is the hydrosphere. The hydrosphere is formed by underwater waters, rivers, seas, oceans of the globe.

The lithosphere forms the solid shell of the Earth. Land, mountains, land belong to the lithosphere.

All living organisms living on Earth live in the biosphere. The biosphere is on the border of all the other three spheres.

All living organisms on Earth live in air, water and terrestrial environments. In order that the circulation of substances in nature does not stop, all living organisms cannot do without each other. All organisms according to their functions (or you can also compare the functions of organisms with professions) are divided into producers, consumers and destroyers. Producers are plants and trees, consumers are basically all animals, but bacteria, fungi and worms are considered destroyers. Producers, consumers and destroyers cannot live on Earth without air, water, soil and rocks. Therefore, all of the above listed elements can be divided into two large groups: living and inanimate nature. Thus, one can imagine the world around us - this is living and inanimate nature.

The concept of society. Its structure

For a student of grade 3, to define the concept of society, one should cite as an example his own family, which (in the bulk) consists of members: father, mother, grandmother, grandfather, brothers, sisters. The family (group of people) is an elementary or basic unit of society. All members of society interact with each other. Thus, society is also the surrounding world. The whole society is based on four components. These components are parliament, hospital, church, prison. The world around us is a certain structure that was formed in ancient times, and its basis has been preserved to this day.

Economics concept

Let's highlight those things that a person needs for life. These things are called needs. What can we attribute to human needs? This is the need for food, for rest, for clothes, for work, for maintaining health, for transport, for safety. This list can be continued for a long time. The needs of humanity are different in purpose and meaning.

Needs can be cognitive (theater, books, television), physiological (hunger, sleep), material (apartment, computer, car, dacha). Nature gives us a lot - it is the warmth of the sun, air, water, the harvest of the earth. And love, communication, friendship - we all get, communicating with each other. And all material goods - this is what cannot be in nature (houses, cars, clothes) - is given to us by the economy. Translated from Greek- "housekeeping". In such a simple explanation for grade 3 students, the world around them will look simple and understandable.

Conclusion

In conclusion, I would like to say that, despite the scale and complexity, the world around us is a rather fragile structure, to appreciate, and most importantly, to protect it for future generations is the main task of adults in front of children. But at the same time, at the stage of education in the younger generation, it is necessary to form an appropriate value system.

What is the surrounding world? It would seem a simple question that even a child in first grade can answer. However, it is worth digging a little deeper - and it turns out that in reality everything is much more complicated. And the older and more educated a person is, the more difficult is his version of the answer.

The reason for this is the great intellectual leap that humanity has made on the path of its evolution. Many religious movements, schools of thought and scientific theories gave us the opportunity to change the interpretation of the answer to this question at our own discretion. Therefore, let's ourselves try to find out what the world around us is in reality.

Truth in simplicity

To begin with, we will consider this issue, proceeding from the logic of an ordinary person, without delving into the subtle matters of the universe. So, the world around us is the space that surrounds us. And it is at this moment that the first controversial statements appear.

If you figure it out, it is quite difficult to outline the boundaries that separate one space from another. After all, there are no specific standards that can organize all this knowledge in the minds of billions of people. In this regard, if we ask the usual question about what the world around us is, we will get different answers.

For example, for some it may be the space that surrounds them directly. For others, everything is much more complicated, and by this concept they mean our entire planet or even the Universe.

The world around us: wildlife

However, despite all the variety of answers, there are those that can be distinguished into a separate group. This is due to the fact that, despite minor differences, they still have some similarities leading to a common idea.

In particular, many believe that the world around us is all living things around us. The same forests, fields, rivers and deserts. Animals and plants are also included here, as they are an integral part of this world.

What is the surrounding world through the eyes of philosophers?

Philosophers and theologians consider this issue more deeply. After all, for them our world is part of a more complex reality. For clarity, let's consider the main features of their views on the current order of things.

According to religion, our reality is a place where people live only part of the path prepared for them. That is, the world around us is just a screen that covers more a nice place- Paradise.

As for the philosophers, they are more vague in formulating the answer to this question. Depending on the school, the thinker can define the concept of the surrounding world in different ways. For some it is a material place, for the second it is a spiritual one, and for the third it is a combination of the two previous ones.

- ▲ world (what) dwelling world around. the world is an aggregate, a system of everything that exists. light. white light (which is not only in the white light). God's light. ↓ consciousness ... Ideographic Dictionary Russian language

See Earth (Source: "Aphorisms from around the world. Encyclopedia of wisdom." Www.foxdesign.ru) ...

The world is not only more amazing than we imagine, it is more amazing than we can imagine. John Burdon Haldane Not only is there a new sun every day, but the sun is constantly renewed. Heraclitus Apart from the edge of the current moment, the whole world ... ... Consolidated encyclopedia of aphorisms

- (Eng. Dayworld) sci-fi trilogy by writer Philip José Farmer (Philip José Farmer). In order to combat the growing overpopulation, humanity was divided into seven parts. Everyone has the right to live one day a week, say ... ... Wikipedia

RL Bartini's model of space and time, illustration for the work "The plurality of geometries and the plurality of physicists" in the book "Modeling of dynamical systems" (together with P. G. Kuznetsov) Bartini's world is an abstraction, according to which time, like ... Wikipedia

"The world of equal worlds"- After the fall of the Iron Curtain modern world became different. The world order with two superpowers has been replaced by multipolarity and multidimensionality of the communication space. On the horizons of the emerging New World, international relations ... Geoeconomic Dictionary

- 'THE WORLD AS A WILL AND REPRESENTATION' (published in 1818, supplemented in the editions of 1844 and 1859) is a work of Schopenhauer. In the preface, the author explains that the material of the work is presented systematically in order to facilitate its assimilation, but must ... ...

The world, space, order and way of things, to which God is intended for human life. I. THE WORD WORLD IN OT: 1) Heb. The OT does not know a single designation for the concept of M., the swarm can be expressed in different ways: a) the words all the earth (Gen. 11: 1,8,9) or ... ... Brockhaus Bible Encyclopedia

- (published in 1818, supplemented in the editions of 1844 and 1859) Schopenhauer's work. In the preface, the author explains that the material of the work is presented systematically in order to facilitate its assimilation, but must function as an integral organism, i.e. ... ... History of Philosophy: An Encyclopedia

Aya, oh. Located around, nearby. O th setting, locality. About other items. O. world. Fight for a clean environment. ◁ Ambient, wow; Wed O. light, sad. Believe in the alteration of the environment. Interest, indifference to ... ... encyclopedic Dictionary

Books

• The world around us, M.N.Danilova, I.R.Koltunova, O.N. Lazareva. ...
• The world around us, Kadomtseva N .. The world around us is one of the most interesting and useful subjects in elementary school. If your little one is already getting ready to start school, this book is for you. Developing and educational tasks collected ...