Mark objects in green. Natural phenomena
Ready-made homework in the subject the world will definitely come in handy, because often in tasks there is an indication to find information on the Internet. And where on the Internet are the most correct and detailed answers to questions about the world around you? Of course, we have 7 gurus! Catch the GDZ to the first part of the workbook for grade 2, the world around us, the author of the notebook Pleshakov, the Russian school program.
So, in the first part of the workbook, we will consider questions about the country in which we live, we will get to know our hometown in more detail. In the section of the surrounding world about nature, we learn what is living and not Live nature how they differ and how they are related. Let's drop in on a visit to autumn and winter, peer intently into the starry sky and the storerooms of the Earth. Sky, water, weather and natural phenomena will open to us. And second graders in the first part of the workbook will work on topics about plants and animals. There are tutorials for all topics!
GDZ for 7 gurus checked by the teacher primary school and approved by excellent students who are preparing for a lesson in the world around us using our materials.
Click on the page numbers and see the complete answers to the workbook.
GDZ answers to part 1 of the workbook the world around us for grade 2
Where we live
Page 6 - 8
1. Write down where you live.
Planet Earth
Country Russia
Republic (krai, region) Moscow region
City (village) Moscow
2. Find in the picture and mark (fill in the circle) coat of arms Russian Federation.
If you are interested, find out with the help of additional literature, the Internet, the coats of arms of which countries are shown in the figure. Sign.
3. Cut out strips from the Appendix and arrange them so that you get the flag of the Russian Federation. Check yourself in the textbook. After checking, stick the strips.
Stripe colors from top to bottom: white,
blue ,
red
4. Write down the names of the peoples whose representatives inhabit your region.
Russians, Armenians, Georgians, Kazakhs, Tatars, Jews, Ossetians, Chechens and others.
5. On p. 8 Describe the interesting traditions of one of the peoples of your region. Use your own observations, information received from adults, additional literature, the Internet. You can draw traditional household items of this people or stick a photo taken at a folk festival.
Maslenitsa- an ancient Slavic holiday, seeing off winter. Lasts a whole week. Every year it happens at different times - from the second half of February to the first days of March. Start Pancake Week depends on Easter - a great spring holiday. And the timing of Easter changes from year to year. To find out when Maslenitsa comes, you need to count back seven weeks from the date of Easter in the current year. Eighth week - Maslenitsa.
Be sure to bake pancakes - this is the main holiday treat for Maslenitsa. The attribute of the holiday is an effigy, which is burned on the wires of Maslenitsa.
Maslenitsa
Holidays of other nations:
Sabantuy
Literally, "Sabantuy" means "Plow Holiday" (saban - plow and tui - holiday).
It used to be celebrated before the start of spring field work in April, now Sabantuy is celebrated in June - after sowing. Sabantuy starts in the morning. Women put on their most beautiful jewelry, ribbons are woven into the manes of horses, bells are hung from the arc. Everyone dresses up and gathers on the Maidan - a large meadow. There are a lot of entertainments on Sabantuy. The main thing is the national wrestling - kuresh. To win it requires strength, cunning and dexterity. There are strict rules opponents wrap each other wide belts-sashes, the task is to hang the opponent on your belt in the air, and then put him on the shoulder blades. The winner (batyr) receives a live ram as a reward (according to tradition, but now they are more often replaced with other valuable gifts).
Holiday white moon (New Year) in Buryatia
New Year according to the old Buryat calendar also comes on the border between winter and spring, in late February - early March. It is called Sagaalgan - the holiday of the white month. "White" means "pure", "holy". In each family, they put things in order and cleanliness in the house, celebrate renovations, prepare gifts and wait for guests. Incense herbs are placed in front of the goddess with a statue of Buddha. If children live separately, they must visit their parents. The younger ones congratulate the older ones, wish them health and long life. In the old days, horse races were always arranged and sport games. The holiday lasted fifteen days.
Hololo. Koryak holiday at the time of the autumn equinox
Since ancient times, the Koryak people have been grazing herds of deer in Kamchatka. The deer both dressed and fed the Koryaks, was a means of transportation across the vast expanses. They hunted koryaks and fish, collected roots, berries and wild herbs. For these gifts native land the Koryaks thanked nature at the time of the autumnal equinox. The largest of the ancient Koryak holidays was called Hololó. It lasted all day. They prepared a common meal for everyone. Boys and girls danced and sang songs.
Feast of prayer to the sky-breadwinner among the Nanais
Ancient Nanai trade - hunting for wild deer, bears, fur-bearing animals. Excellent trackers, connoisseurs of the taiga and its inhabitants, the Nanais took care of the animals. They wisely used the wealth of the taiga and did not get more animals than was required for food and clothing.
At the time of the autumn equinox, the hunters held a feast of prayer to the heaven-breadwinner. Before it began, they fasted. Then, in gratitude to the sky, treats were placed near the sacred trees - meat and porridge. Bring water and ice with you. And in gratitude to the drinking water, berries, herbs, cereals were sent along the river in boats woven from twigs.
Page 9-11. GDZ to the topic City and countryside
1. Write down the basic information about your city (village).
City (village) name: Moscow
On which river (lake, sea) does the city (village) stand: Moscow
Main street: Tverskaya
Main attractions: Kremlin, Tsar Bell, Tsar Cannon, St. Basil's Cathedral, Red Square, Moscow Zoo, monument to Peter the Great, VDNH, Bolshoi Theater.
2. Draw the house you live in or paste a photo.
3. Ask adults about the history of your house (for example, when and by whom it was built, when your family settled in it, what has changed in the house since it was built, how the area around the house has changed). If there are photos of your house in the past in the family album, consider them. Compare with how the house looks now.
Here you can paste copies of old photos of your house or redraw them.
Using the information received, try to compose and write down a story on behalf of the house, as if he himself were talking about himself and his tenants.
I am a house, an ordinary panel house. I grew up in a large wasteland, and with me others grew up in this wasteland, exactly the same as I do at home. We can say that we are all twin brothers - we are so similar to each other. A variety of tenants live in me: young and old, cheerful and sad, well-mannered and not very well-mannered. Most of all, young families with children like to settle in me, because next to me there is also a cozy kindergarten, and a large school, and interesting playgrounds, and quiet cozy parks. Older residents also really like the parks. True, they still always praise me for the wide corridors, large elevators, high ceilings and spacious rooms. I am glad that I am such a young and modern house. My tenants are very happy to live in me.
4. Look at photos of the same house in the past and present. Compare them. Make up a story based on these photos (orally).
Page 12-13. Answers to the topic Project "Native city (village)"
On these pages, present the main materials on the project (photos, background information, etc.). Make and write down the plan of speech at the presentation of the project. Evaluate your work on the project. Express gratitude to those who helped you or participated in the work with you.
1) City where I live
2) History of my city: year of foundation, development
3) Sights of my city
4) How does my city live now
5) I love my city
I really enjoyed working on the project. I learned a lot of new interesting facts about my city and discovered many places where I would like to go from myself. The whole family helped me in my work. Dad found information on the Internet, mom helped make a presentation, grandma looked for photos, and grandpa shared his memories.
Thank you very much to my mom, dad, grandparents for their help! I also want to thank my friends Kolya and Misha. You helped me fix my mistakes in time.
And special thanks to my dog Kuza. Without you, my walks around the city would not be so fun.
Page 14-15. GDZ to the topic Nature and man-made world
1. Underline the objects of nature with a green pencil, and the objects of the man-made world with red.
Car , oak , dandelion , computer , anthill , snowflake, icicle, ice cream , TV , cloud , umbrella , rain, deer , book , pencil , chocolate bar.
2. Think about how to make pairs of these drawings. Connect the paired drawings with lines.
Complete the drawings by inventing your own pair.
3. Our friend Parrot loves everything that shines, rattles, glitters, swims or flies. He invites you to complete the table.
What or who Relates to nature Created by man
Shining Firefly Lantern
Rattle Thunder Rattle
Glitter Snow Machine
Floating Fish Boat
Flying Bird Airplane
4. Give examples (write at least three in each paragraph). Do not repeat what is already written in the table!
1) Objects of nature: sea, mountains, forest.
2) Objects of the man-made world: cars, furniture, utensils.
5. Play a game-competition: who will name more objects of nature. Follow the rule: the one who makes a mistake (names the object of the man-made world) is out of the game. Group winners compete against each other following the same rule.
Page 16
As you complete the tasks in the textbook, complete the table. In the "My answer" column, fill in the circle in the color that you think corresponds to the correct answer. In the "Correct Answer" column, fill in the circles as shown on the "Self-Check Pages". Compare these two columns and fill in the third: if your answer is correct, put a "+" sign, if it's wrong - a "-" sign.
GDZ on the topic Nature
Page 17-19. Answers to the topic Inanimate and living nature
1. Underline objects of inanimate and living nature with pencils of different colors (of your choice).
Sun, spruce, frog, air, crucian carp, lily of the valley, granite, cactus, constellation, cloud, boletus, mosquito, ice floe, icicle, rose, water.
Decipher in the frame conventions, that is, show what color objects of inanimate nature are indicated, and what colors are living beings.
Inanimate nature Live nature
2. Cut out pictures from the Application and place them in the appropriate frames. Ask a roommate to check your work. After checking the sticker pictures.
3. Correct the errors in Serezha's statements (cross out the extra word). Test yourself with the textbook.
1) The sun, stars, air, water, stones, plants are inanimate nature.
2) Plants, mushrooms, animals, man, stars - this is wildlife.
4. Complete the table (write at least three examples in each column). Try not to repeat the examples from task 2.
Objects of inanimate nature Objects of living nature
Month Animals
Pisces City
Stones Birds
Sand Plants
5. Our amazing Parrot is a riddle lover. Here are the riddles he offered you. Guess them and write the answers on the chart. Explain the diagram (orally). Tell with her help about the importance of the Sun for life on Earth.
Yegor will ascend the hillock -
Above the forest, above the mountains.
Descends from the mound -
Hiding behind the grass
(Sun)
What melts ice is warmth
It won’t knock, it won’t rattle, but light will enter the window
6. Discuss ways in which you can show the connections between inanimate and living nature. Which of these methods is the most obvious? Why? In the upper frame, draw a picture showing an example of the relationship between objects of inanimate and living nature (or paste a photograph). In the bottom box, show the same relationship with a diagram.
Page 20-24. Answers to the topic Natural phenomena
1. Use the textbook to complete the definitions.
A) Insects: mosquito, fly, butterfly
b) Fish: perch, pike, bream
c) Birds: sparrow, crow, eagle
d) Animals: tiger, elk, mole
5. Mom's task about plants really liked Nadya. And she came up with something similar for you, about animals. The names of four groups of animals are hidden here. Find them and fill in the cells with letters with pencils of different colors.
6. Compare the sizes of the animals shown in the picture. In the red squares, number the animals in order of increasing size. In the blue squares, number in order of decreasing size. Ask your desk mate to check you out.
7. Indicate with arrows which groups these animals belong to. Check yourself in the textbook.
Amphibians - an arrow to two frogs. Reptiles - crocodile, lizard, snake.
8. In the book "Green Pages" read the story "Similar but different." Find out how a frog and a toad are similar and how they differ. Write it down.
Comparison between frog and toad
Similarity: Appearance. Toads and frogs live both in water and on land. Most amphibians lay eggs, and frogs and toads are the same in this. The eggs hatch into small tadpoles that look more like fish than frogs.
Differences: A frog has a smaller body size and length than a toad. Toads are nocturnal animals. In frogs, the skin is usually slippery, while in toads it is dull and warty. Many frogs have teeth, but toads do not. The toad lays fewer eggs than the frog, only 4,000 to 12,000 per year, and the female bull frog 18,000 to 20,000 in one season.
Page 45-47. Answers to the topic Invisible threads
1. Carefully read the third paragraph on p. 65. What four groups of connections are named in it? Finish with the textbook.
There are links between:
a) inanimate and animate nature;
b) plants and animals
c) various animals
d) nature and man
2. Complete one of the options for tasks.
Option 1. Repeat material on p. 26 - 27 of the textbook. What group of links are we talking about? Check the box.
We are talking about the relationship between: a) inanimate and living nature
Option 2. Read the text on p. 38 textbooks. What groups of connections are we talking about? Check the box.
We are talking about the relationship between: c) different animals
Option 3. Read the third paragraph on p. 45 textbook. What group of links are we talking about? Check the box.
We are talking about the relationship between: d) nature and man
Present your work to the class, get acquainted with the work of other children. Organize peer review.
3. Determine the connections from the drawings. Cut out the drawings from the Appendix and place them in the appropriate frames. Ask your desk mate to check you out. After checking, paste the drawings.
Communication between:
a) inanimate and animate nature
b) plants and animals
c) various animals
d) nature and man
4. Give your examples of connections for each group. Show them with diagrams.
Communication between:
a) inanimate and animate nature
b) plants and animals
c) various animals
d) nature and man
Page 48 - 50. GDZ to the topic Wild and cultivated plants
1. Fill in the table. Give at least three examples in each column.
Wild plants: coltsfoot, cornflower, nettle, yarrow, clover.
Cultivated plants: raspberry, cucumber, pear, apple tree, plum.
2. Indicate with arrows which groups these cultivated plants belong to.
1) Cherry → Trees
Raspberry → Shrubs
Cucumber → Herbaceous Plants
2) Eggplant → Vegetable crops
Apricot → Fruit crops
Cotton → Spinning crops
Gladiolus → Ornamental crops
Oats → Cereals
3. Our Parrot is a fruit lover and connoisseur. Complete his task.
Many wonderful fruits are grown in hot countries. Here are some of them. Do you know their names? Number according to the list. Orally describe the taste of the fruit you have tasted.
1. Pomegranate. 2. Papaya. 3. Mango. 4. Dates.
If you are interested, find information about any of these plants in additional literature, on the Internet. Prepare a message.
4. Here you can write down a fairy tale about a wild or cultivated plant, invented on the instructions of the textbook.
A chamomile grew in a flower bed, a rose looked at her and said to her: "You are so small, funny and nondescript, it is not for nothing that you are called a wild plant!" And Chamomile answers her: "Yes, I know that you are a cultivated plant, but although I am wild, I help people treat diseases." The rose thought and said: "You are right, people need both of us. I am for beauty and aesthetic pleasure, and you are for health." And they began to grow side by side peacefully and amicably.
Page 50-53. GDZ on the topic Wild and domestic animals
1. Underline the names of wild animals with a green pencil, domestic ones with red.
Lion, cat, horse, crow, sheep, sparrow, cow, wolf, grasshopper, honey bee, chicken, shark.
2. Which animal is missing in each row? Circle. Explain (verbally) your decision.
1) Dog. This is a pet, the rest are wild
2) Bear. This is a wild animal, the rest are domestic
3. These riddles are offered to you by the dog Ryzhik, who has many friends among his pets. Solve riddles. Cut out the guessing pictures from the Appendix and stick them in the appropriate frames.
Seven hundred nightingales
They sit on pillows. (Bees)
scarlet hat,
The coat is ribbed. (Chicken)
white mansions,
Red supports. (Goose)
Does not spin, does not weave,
And clothes people. (Sheep)
At the feet of the box:
Who follows her
She feeds him. (Cow)
4. Fill in the table. Give at least three examples in each column. Try not to repeat the names from previous tasks!
wild animals pets
Elk, fox, wolf, hare. Rabbit, parrot, turkey, duck.
5. Who will name more wild animals (orally)
6. The wise Turtle loves to travel and knows the animals of distant lands well. Complete her task.
There are many amazing animals in the world. Here are some of them. What are their names? Sign using words for reference.
Left to right: toucan, sea Horse, chameleon, koala.
If you are interested, find information about any of these animals in additional literature, the Internet. Prepare a message.
7. Here you can write down a fabulous story about a wild or domestic animal, invented on the instructions of the textbook.
Peacock Legend
Once upon a time there was an ordinary gray bird, but she was terribly boastful. She declared that she could reach the Sun and flew high into the sky. The Sun was offended by the bird and decided to teach it a lesson. It sent beams of fire at her. The bird became hot, its feathers stretched out and turned black, and on the tail they began to shimmer with all the colors of the rainbow. The bird got scared and went down. No longer flying high in the sky and boasting. Only sometimes it will come out of the forest, spread its iridescent tail and everyone admires its beauty. And people called this bird a peacock.
Page 53-55. GDZ on the topic Houseplants
1. We met these plants in the first grade. Recognize them by their silhouettes.
From left to right: sansevera, cactus, calla, hippeastrum.
2. Seryozha came up with a difficult but interesting task for you. Using the atlas-determinant "From earth to sky" pick up indoor plantswhose names begin with the first 5 letters of the alphabet (one for each letter). Write these names.
A - Autilon. B - Balsam. B - Upstart (zephyranthes). G - Gloxinia. D - Dracaena.
3. Using the atlas-determinant "From earth to sky", fill in the table.
Indoor plants of our class
Name of the plant Origin of the plant
sansevier africa
Tradescantia America
Chlorophytum Africa
4. Practical work"Learning to take care of indoor plants."
Purpose of work: watering and spraying the plant.
Equipment (what plant care products did you use): watering can, spray gun.
The course of work (what actions were performed): watered the plant from a watering can with settled water, sprayed the leaves from a spray bottle.
Evaluation of the work performed (whether the goal was achieved): the plants were saturated with moisture. The goal has been reached.
Presentation: inform the class about the results of the work, listen and evaluate other messages.
3. Fill in the table. Give at least three examples in each column. To select examples, use the atlas-determinant "From earth to sky".
Large dogs: Great Dane, Newfoundland, Doberman
Medium dogs: Laika, Chow Chow, Basset Hound
Small dogs: Pekingese, Dachshund, Scotch Terrier
4. Make and write down the general outline of the story about the pet.
1) My pet.
2) The habits of a poodle.
3) Dog care.
4) The dog is my true friend.
5. With the help of additional literature, the Internet, determine the breed of this cat. Write down the name of the breed and basic information about it.
British cat.
Coat: short, thick, silky. Color: bluish grey. Round eyes and a rounded muzzle, as well as a short elastic plush coat became the main characteristic features this breed. Such cats are distinguished by their special endurance and good health, they are excellent hunters even for large rodents (rats). Unpretentious in food.
Page 60-61. GDZ on the subject of the Red Book
1. What is the Red Book? Use your textbook to complete the definition.
The Red Book is a book that contains information about rare and endangered plants and animals.
2. Using the textbook, color the plants from the Red Book and sign their names.
In the third picture (with a pink flower) there may be a lotus. He, like a water lily, is listed in the Red Book.
3. The wise turtle asks if you know animals from the Red Book. Cut and paste the drawings from the App.
4. Draw up and write down the general outline of the story about rare plant or animal.
1) Appearance.
2) Habitats.
3) What do they eat.
4) Causes of extinction.
5) How to save?
5. Write down what plants and animals of your region are listed in the Red Book.
Steppe polecat, gray hamster, great bittern, red heron.
According to the instructions of the textbook, prepare a message about any plant or animal from the Red Book. Use the general outline of a story about a rare plant or animal. Write down the basic information about it according to the points of the plan.
Desman is a fur-bearing animal listed in the Red Book. Lives in Russia. Lives near water bodies, in burrows. Swims well. Feeds on worms, mollusks, aquatic insects. He was exterminated because valuable fur. Now the desman is under protection. It is also bred to prevent extinction.
Page 62-63. GDZ on the topic Be a friend to nature!
1. Cut out from the Appendix and stick an eco-label on each rule.
2. Suggest 1-2 more rules of friends of nature. Formulate them and write them down. Design and draw an environmental sign for each rule.
Don't light fires. Do not trample mushrooms and plants.
3. Complete the drawing "The world through the eyes of a grasshopper."
4. In the book "The Giant in the Clearing" read the first story (it is called "The Giant in the Clearing"). Write down the lines from it that you consider the most important.
Animals and plants, stones and soil, water and air - this is all nature. Man is part of it. And if a person is handsome, kind, smart, then this is exactly how - beautiful, kind, smart - his behavior in nature should be.
Page 64-65. GDZ on the topic The project "The Red Book, or Let's Take it Under Protection"
On these pages, submit a list of plants and animals that you will include in your Red Book, or other materials for the project.
Project "Red Book, or Let's Take it Under Protection"
Plan of my speech at the presentation.
1) What is the Red Book?
2) Why do we need the Red Book?
3) Animals and plants of our region, listed in the Red Book.
4) Why should plants and animals be protected?
How do I rate my work on a project?(whether the work was interesting, easy or difficult, was it completely independent or did it require the help of adults, how did cooperation with classmates develop, was the work successful).
My work on the project was very interesting and informative. I learned a lot about rare animals and plants of the Lipetsk region. I think I have succeeded.
Thanks for your help and cooperation.
I am very grateful to my parents for their help.
Page 66
As you complete the tasks in the textbook, complete the table. In the "My answer" column, fill in the circle in the color that you think corresponds to the correct answer.
In the "Correct Answer" column, fill in the circles as shown on the "Self-Check Pages". Compare these two columns and fill in the third: if your answer is correct, put a "+" sign, if it's wrong - a "-" sign.
City and country life
Page 67-69. Answers to the topic What is the economy
1. Solve the crossword and you will find out what the economy is.
Bread
Vegetables
Mirror
Ball
Kettle
Sock
Fruits
Automobile
Computer
In a crossword puzzle, the word "farm" is obtained.
Use your textbook to complete the definition.
The economy is economic activity of people.
2. Do you know the branches of the economy? Sign the drawings on your own or with the help of a textbook.
3. In addition to those listed in the textbook, there are other sectors of the economy. For example, forestry, communications, catering, housing and communal services, the banking sector, consumer services. Think about and explain (verbally) what each of these industries does.
4. Our enterprising Parrot offers a task. Collect on p. 69 small collection of coins. To do this, put different coins under the page and use simple pencil take their prints.
5. At home, find out from adults in which sectors of the economy they work. Write it down.
My mother is a teacher in the education industry and my father is a programmer in the computer technology industry.
6. Here you can write down the outline of your money message. different countries or basic information about them.
Before the advent of modern money, in almost all countries, the main instrument for exchange was some kind of commodity. That is, tea, furs, shells, stones and other items acted as "money". The first coins appeared about 2500 years ago in the country of Lydia (now part of Turkey).
In Russia, the currency is the ruble - this is the oldest monetary unit in Europe. The most common currency in the world is the US dollar. Currency European Union called Euro.
Page 70-71. Answers to the topic What is made of
1. Show different production chains with arrows of different colors.
2. Think and write about what people can turn these materials into.
Clay: dishes, jug, vases
Wool: scarf, hat, mittens
Wood: chair, furniture, home, paper, fence
3. Make chains.
Iron ore - cast iron - steel
Grain - wheat - flour, bread
Wood - boards - furniture
Present your work to the class. See what chains the other guys have made. Rate their work.
4. In the atlas-determinant "From Earth to Heaven" find information about what stones jewelry is made of. Write down the names of these stones.
Malachite, turquoise, amber, pearls, corals.
If you want, think up and draw a stone decoration on a separate sheet (for home, for a gift to mom or someone else).
Page 72-73. Answers to the topic How to build a house
1. Draw what is being built in your city (village). You can paste a photo. Do not forget to sign the drawing (photo).
2. Wise Turtle asks if you know construction machines. Cut out the pictures from the Application and place them in the appropriate frames. Ask your desk mate to check you out. After checking the sticker pictures.
3. What is extra in each row? Outline with red pencil. Explain your decision (orally).
In the first row, extra logs (second picture) are building material, and the rest is construction equipment.
In the second row, there is an extra concrete mixer (third picture), this is construction equipment, and the rest is building materials.
Page 73-77. Answers to the topic What kind of transport is
1. Complete the tasks.
1) Mark (fill the circle) with different colors for land, water, air and underground transport on p. 74-75.
2) Mark on the same pages passenger, freight and special transport with the first letters of these words (write the letter in the box).
Within this framework, decipher the symbols, that is, show what color or letter each mode of transport is designated.
2. Give examples of transport that is at the same time:
A) ground, passenger, personal: a car;
b) ground, passenger, public: bus, passenger train, tram, trolleybus;
c) water, passenger, personal: boat, boat, jet ski;
d) water, passenger, public: ship, river tram.
3. Write down the phone numbers that are called:
A) firefighters 01
b) police 02
c) Ambulance 03
d) "Rescue Service" 04, 112
4. Compare the dimensions of the vehicles shown in the figure. In the red squares, number them in order of increasing size, and in the blue squares - in order of decreasing size. Ask your desk mate to check you out.
Think of a similar task for your classmates, but with different examples.
5. Make and write down the general plan of the story about the history of various modes of transport.
1) Transport in antiquity.
2) The invention of the steam engine.
3) The appearance of transport on the internal combustion engine.
4) The emergence of aviation.
5) Flights into space.
6) Electric motors are the future of transport.
Airship
The first machine was the steam engine. She laid the foundation for steam locomotives, steamboats, locomobiles. In 1852, the Frenchman Giffard suspended a steam engine from a balloon. This flying machine was called an airship.
6. Our cheerful Parrot invites you to color the balloon so that it becomes beautiful and cheerful. You can hold a competition in the class for the funniest balloon.
Have you ever seen real Balloons? If yes, tell us about your impressions. In the frame on the right you can paste a photo of a hot air balloon.
I saw balloons at the ballooning festival. This is a spectacular show of the sky parade of balloons. It is very interesting to watch this bright air transport. I just want to ride it myself, climb high into the sky and look at our beautiful land from a bird's eye view.
Page 78-80. Answers to the topic Culture and education
1. Emphasize cultural institutions with one line, educational institutions with two lines. With a neighbor on the desk, conduct a mutual check of the work. School, museum, circus, gymnasium, library, theater, college, college, university, concert hall, lyceum, exhibition hall.
2. Here is the task Seryozha and Nadya came up with for you. Get to know the institution of culture in one single subject. Fill in the boxes with the names of these institutions.
3. Write what institutions of culture and education are in your region (city, village).
A) Cultural institutions: the Benefis Theater, the Luch Cinema, the Museum of Local Lore, the Museum of I. A. Bunin, the Gorky Library.
B) Educational institutions: Yeletsky State University named after I. A. Bunin, engineering college, lyceum No. 5.
4. Write down a story about the museum you visited. Here you can stick a photo of the museum building or an interesting exhibit.
I visited the Armory. The Armory is a treasure museum and is part of the Grand Kremlin Palace complex. It is housed in a building built in 1851 by architect Konstantin Ton. Here are presented precious objects kept in the royal treasury for centuries, made in the Kremlin workshops, as well as received as a gift from embassies foreign countries, ceremonial royal clothes and coronation dress, monuments of weapon craftsmanship, a collection of carriages, items of ceremonial horse attire.
5. Find out what educational institutions the adults in your family graduated from, what profession they received. Fill in the table.
family member Educational institution Profession
Mom MSU teacher
Father of Moscow State University programmer
Page 80-81. Answers to the topic All professions are important
1. Give examples of professions related to different sectors of the economy.
Industry - steelmaker, miner, technologist, power engineer, welder, carver, plotter, designer.
Agriculture- harvester, milkmaid, agronomist, veterinarian, shepherd, mechanic, breeder.
Trade - seller, storekeeper, economist, merchandiser, cashier, sales floor employee (puts out and removes the delay), sales assistant, supplier manager.
Transport - driver, conductor, stewardess, pilot, mechanic, dispatcher, conductor.
Construction - crane operator, painter, bricklayer, plasterer, foreman, concrete worker.
2. Ant Question again mixed up something in his drawings. Show with arrows who needs to change places with whom.
3. A difficult task has been prepared for you by the Wise Turtle. What do people in these professions do? If you do not know, ask adults or find the answer in additional literature, the Internet. Write it down.
An oceanologist studies the world's oceans.
Speleologist explores caves.
An entomologist studies insects.
An ichthyologist studies fish.
An ornithologist studies birds.
Cynologist studies dogs.
Page 82-83. Answers to the topic Project "Professions"
On these pages, present a story about the professions of your parents (other relatives, acquaintances).
My mom and dad graduated from Moscow State University. Mom works as a mathematics teacher at a construction college. She used to work at a school but also taught math to children. It seems to me that the teacher hard work. In order to become a teacher, you need to learn a lot and know a lot. My father is a programmer. Previously, he worked at the plant as a system administrator. Now he creates websites, writes programs, consults companies in the field of computer technology.
My aunt is a kindergarten teacher. She loves children very much and enjoys her job very much. I haven't decided yet what I want to be when I'm an adult.
I like the medical profession.
Plan of my speech at the presentation.
1) My mother's profession.
2) My dad's profession.
3) My aunt's profession.
4) What I want to become.
How do I evaluate my work on the project (whether the work was interesting, easy or difficult, how was the collaboration with adults, was the work successful).
I was interested in learning about professions. my parents. Mom and dad talked very interestingly about their work, and I went to the kindergarten where my aunt works. My grandmother also helped me write the story.
Thanks for your help and cooperation.
Dad, mom, grandmother, aunt Natasha, sister Luda.
Page 84-87. Answers to the topic On a visit to winter
1. Based on the results of the tour, fill in the table.
December 1
It hasn't snowed yet, but the puddles are covered with ice.
There are no leaves on the trees, migratory birds are not visible.
2. Indicate the order of the winter months in numbers.
3. Complete tasks for group work.
Option 1
1) From the text of the textbook, write out examples of winter phenomena in inanimate nature.
Thaw, ice, snowfall, blizzard, frost.
2) Guess what these snowflakes are called. Point with arrows.
Option 2
1) Cut out from the Appendix and stick its fruits to each tree.
2) Draw the chains of tracks so that they lead to their "owners".
4. In the book "Green Pages" read the story "Belyak and Rusak". Find out how these hares are similar and how they differ. Write it down.
Comparison of a white hare and a brown hare
Similarities: Long ears, powerful hind legs, eat plant foods, in summer they have one color - gray.
Differences: The hare is larger than the white hare, it has longer ears, it runs faster. The hare is gray in both winter and summer, and the hare is white in winter with black tips of the ears.
5. Seryozha and Nadia's dad offers you a task. Admire the beauty of winter nature and, according to your observations, complete the drawing “Beauty of Winter”.
Page 88
As you complete the tasks in the textbook, complete the table.
In the "My answer" column, fill in the circle in the color that you think corresponds to the correct answer. In the "Correct Answer" column, fill in the circles as shown on the "Self-Check Pages".
Compare these two columns and fill in the third: if your answer is correct, put a "+" sign, if it's wrong - a "-" sign.
Class: 2
Goals:
- educational: to systematize knowledge about animate and inanimate nature; introduce the concept of "phenomena of nature", "seasonal changes".
- Educational: develop skills of observation, curiosity, attention.
- Educational: develop the ability to work in a group.
Equipment: textbook world around grade 2, author Pleshakov A.A., workbook world around grade 2, author Pleshakov A.A., cards with words, tokens (yellow, white, green, red) for each student, 4 illustrations (times of the year).
DURING THE CLASSES
1. Organizational moment
Now check it out buddy
Are you ready to start the lesson?
Everything is in place
Is it all right
Pen, book and notebook?
Is everyone seated correctly?
Is everyone watching closely?
Everyone wants to receive
Only a rating of "5".
2. Systematization of knowledge
look my Dear friend,
What's around?
The sky is light blue
The sun shines golden
The wind plays with leaves
A cloud floats in the sky.
Field, river and grass,
Mountains, air and foliage,
Birds, beasts and fox,
Thunder, fog and dew.
Man and season
It's all around... (nature).
- In the last lesson, we remembered what relates to nature. Give examples of objects of nature. (Trees, stars, flowers, water)
- What two groups can objects of nature be divided into? (Alive and non-living)
- The poem I read also talks about nature, prove it? (List examples from the poem).
Name cards appear on the board at the same time as the answers.
sky, sun, wind, cloud, field, river, grass, mountains, air, foliage, birds, animals, fox, thunder, fogs, dew.
- And now let's try to distribute these cards into 2 groups:
living nature inanimate nature
Students are invited to attach a card to one of the columns.
grass, foliage, sky, sun, wind, cloud, field, river,
birds, animals, mountain fox, air, thunder, fogs, dew
- Check if the cards are distributed correctly? (Right).
What is the difference between living things and non-living things? (Living beings breathe, eat, grow, reproduce and die.)
- But the foliage does not breathe like a person, and we attributed it to wildlife? (Foliage breathes in its own way, with the help of special cells).
How are living and non-living things connected? (Without heat, light, air and water, living beings could not live).
Conclusion: Everything in nature is interconnected and wildlife cannot exist without inanimate nature.
Fizminutka
We became students
We follow the regime ourselves:
In the morning when we woke up
Smiled, stretched.
For health, mood,
We do exercises:
Hands up and hands down
Raised on toes.
Then sat down, then bent down
And they smiled again.
And then we washed
They dressed carefully.
Breakfast was not in a hurry
To school, to knowledge, striving.
3. Learning new material
- This morning, going to school, each of you looked out the window, why? (Find out how we need to dress)
– Changes are constantly taking place in nature: sometimes the wind blows, sometimes it's raining snow will fall, then the sun will shine. All these changes in nature are called natural phenomena or phenomena of nature. And we, every morning, leaving the house must take into account all natural phenomena.
- Why can't we walk down the street in shorts and a T-shirt now? (Cold)
- Why is it cold? (Autumn)
– Happened natural changes: it's getting colder, the foliage is turning yellow, migratory birds are flying away, insects have disappeared. Many natural phenomena are associated with the change of seasons (seasons), so they are called seasonal. So the changes we have named take place in the fall.
What seasons (seasons) do you know? (Autumn winter spring Summer)
– How many are there? (4)
Now we will be divided into 4 groups.
Children are invited to choose any token. Tokens 4 colors: yellow, white, green, red.
We have formed 4 groups.
- Guys with tokens yellow color must identify at least 5 seasonal changes, what time of year? (Autumn). Right.
- Guys with tokens white color must identify at least 5 seasonal changes, what time of year? (Winters). Right.
- Guys with green tokens must identify at least 5 seasonal changes, what time of year? (spring). Right.
- Guys with red tokens must identify at least 5 seasonal changes, what time of year? (Summer). Right.
4. Group work(5 minutes.)
Listen to the performances of each group.
Illustrations with the given time of the year are hung on the board as help and confirmation of what has been said. Attention is drawn to changes in animate and inanimate nature.
Conclusion: each season is good in its own way, has its own characteristics, that is, its own seasonal changes.
5. Consolidation of the material covered
Work in the workbook on page 9
#1 - we need to write down the answer to the question: what are natural phenomena? (Phenomena of nature are changes occurring in nature).
No. 2 - Two pictures are given, we are offered to consider them and find the mistakes made by the artist. (1 picture - children swim in the river and ice floes on the river, snowing and flowers bloom; 2 picture - the bird feeds the chicks and lilies of the valley blossomed, Christmas trees in the snow, and trees with yellow leaves).
How many mistakes are made in 1 picture? (5).
How many mistakes are made in picture 2? (4).
Conclusion: I think that you will never make such mistakes, for this you need to know what natural or seasonal changes occur in nature.
Grading.
6. Summing up
- What did you learn at the lesson? (About the phenomena of nature)
- What are the phenomena of nature? (with seasonal changes)
- Give examples autumn changes? (Rain, the days are shorter, the birds are flying away)
Date: Teacher:
School: Methodist: .
Class: 2 Student:
Synopsis of the lesson of the world around.
Subject:
The goals of the teacher's activity:
Introduce the concept of "natural phenomena", "seasonal phenomena", with various types thermometers and how to use them;
Learn how to measure air temperature.
Planned results
Personal:
Realize the importance of the ability to measure temperature for your daily life;
Arouse interest in learning activities;
develop kindness, emotional responsiveness.
Subject:
Know what a natural phenomenon is, a thermometer;
Distinguish between the phenomena of inanimate and living nature;
Give examples of phenomena in inanimate and animate nature, including seasonal ones.
Lesson type: learning new material.
Equipment: textbook grade 2 "World around" part 1 (A.A. Pleshakov),educational presentation.
Stages. Methods. Receptions. | Time | Student activities | UUD |
|
1. Organizational moment // Motivational Verbal: teacher's word | 14:20-14:21 | Hello guys! My name is Nina Valerievna, today I will give you a lesson on the world around you. Good afternoon I tell the boys (boys wave their hands) Good afternoon I tell the girls (girls wave their hands) Good afternoon I tell everyone who is ready to work. You can sit down. | Welcome teachers. Emotional mood for the lesson. | L: provide motivation for learning new material, arouse interest in learning activities. |
2. Updating knowledge Verbal: frontal survey. Verbal: educational dialogue. Practical: do the exercise | 14:21-14:27 | Guys, let's repeat the topic of the last lesson, I will read you a poem, and you listen carefully to it. Look my dear friend What is around? The sky is light blue The sun shines golden The wind plays with leaves A cloud floats in the sky. Field, river and grass, Mountains, air and foliage, Birds, animals and forests Thunder, fog and dew. Man and season It's all around ... (nature). In the previous lesson, we started talking about nature. Let's remember what nature is like? Now we will work with you in pairs, you have tablets on your tables, distribute objects of animate and inanimate nature into groups. When you are ready, raise your hands together with your partner, in the form of a house. But before starting work, let's remember the rules for working in pairs, look at the board, and start working. Let's check with you, the correct answers are on the slide, check them with yours, and raise your hand from someone in the same way. Explain why you did it the way you did. | Repeat what you have learned. Anwser the questions. Read responses. Explain why the responses were distributed in this way. | K: interaction with the teacher in the frontal mode. K: the formation of the ability to build interaction and cooperation with a partner. P: the formation of the ability to determine the goal and the success of completing one's task |
3. Statement of the educational task, goal setting Verbal: teacher's word. Practical: do the exercise. | 14:27-14:30 | (On the anagram board.) MTNUA DRUAGA ZHDOD P L STO HELL I Try to guess the encrypted words. (Fog, rainbow, rain, leaf fall.) How can all this be summed up in one word? Guess what the lesson will be about today. Check your assumptions. Read the topic of the lesson on p. 28 textbook. (Natural phenomena.) That's right, the topic of today's lesson: Natural phenomena. - And what else will be discussed in the lesson, you will find out by answering the question what should you do first of all if you feel that you are sick? (To measure the temperature.) What instrument is used to measure temperature? (Thermometer, thermometer.) So what else are we talking about today? (About thermometers, about how to measure temperature.) What learning objectives will we set? And what does our Ant say? N, Read about it in the textbook. | Comment on photos. Anwser the questions. Formulate the topic of the lesson. Determine the purpose of the lesson. | K: interaction with the teacher in the frontal mode, the ability to display subject content in oral speech. R: the ability to accept and maintain the learning goal and task; R: goal setting; |
4. Solving particular problems Verbal: answers to questions. Practical: reading the text. Verbal: teacher's word; answers on questions. Practical: do the exercise in a group | 14:30-14:35 14:35-14:40 14:40-14:50 | Work with the textbook on p. 28. All changes in nature are called natural phenomena or phenomena of nature. Let's turn to the textbook and read what else applies to natural phenomena. Guys, page 28, find the text. We begin to read it in a chain, one sentence at a time, until I stop you. Now answer me the question, what are natural phenomena? Now tell me what is natural phenomena? Guys, find the pictures on p. 28. Consider them and answer my question, what phenomena can occur with these objects of inanimate nature and living beings? (Icicles can melt, or they can grow. Clouds can rain, snow, hail. Snowflakes can melt. Birds fly south in autumn and return in spring. A caterpillar can turn into a butterfly, etc.) What other phenomena can occur in animate and inanimate nature? Give your examples. (Snowfall, hoarfrost, ice drift, northern lights, rainbow, thunderstorm, rain, fog, wind, flood, dew, black ice - phenomena of inanimate nature; leaf fall, breeding of chicks, the appearance of cubs in animals are phenomena of wildlife.) Guys, look at the board, I gave my examples of phenomena in nature. Working with cards. Many natural phenomena are associated with the change of seasons (seasons), so they are called seasonal. How many seasons do you know? (4: summer winter autumn spring) Let's watch a short video with you. What changes in nature have you noticed with the change of seasons? And how else are they called (Phenomena of nature) Now you will be divided into groups according to the seasons. Each group will get one of the seasons, you will have to name four signs of this season. (Slides No. 7-10. Seasons: summer, autumn, winter, spring). You have 5 minutes to work. Then one student from the subgroup will present the answer at the board. | They answer questions. Think, give answers. Anwser the questions. Anwser the questions. Work in groups. | R: comprehend account. material; act taking into account the guidelines allocated by the teacher; P: build a speech statement P: ability to work with text. analyze the content, generalize, isolate the main thing. build a discussion on the topic of the lesson under the guidance of a teacher. |
5.Dynamic pause Verbal: teacher's word | 14:50-14:52 | Guys, let's get up and stretch a little. (Video physical education minute). | Do physical exercises. | K: interaction with the teacher in the frontal mode; |
6. Solving particular problems Verbal: teacher's word Hands-on: look at illustrations | 14:52-14:58 | Let's open the notebook on p.20 exercise number 1, and write down the definitions, what are natural phenomena? Who can repeat the definition? Now write in your notebook. What season is it now? Today you went to school. What was the weather like for you? Depending on the weather, people are dressed in appropriate clothes. And how, being at home, you can determine what to wear? Air temperature is measured with a special device - a thermometer. Guys, open up. 30 and find the definition of a thermometer, N, read it. Now write the definition in your notebook. Now look closely at the illustration in the textbook. What is shown on it? Are they the same or different? What do they have in common, how do they differ? All of them are similar in structure: there is a glass tube with liquid and a scale. The difference is that the scale in thermometers is different. Why do you think different thermometers have different scales? (Children's answers.) Look at the blackboard, what does a thermometer consist of? Now open p.22 in your notebook, find the task under the number one, write down the parts of the thermometer. Now let's see a cartoon about a thermometer. What did you learn from the cartoon? How does the column with liquid in the thermometer tube change when it heats up? And if the temperature goes down, what does the thermometer do? Now in the workbook, find the number 2.. Mark with arrows what happens to the column of liquid in the thermometer tube when it heats up and when it cools. | They answer questions. Accept new information. | P: development of the ability to analyze a cognitive object; K: awareness of the importance of joint activities; |
8. The result of the lesson. Homework. Verbal: teacher's word | 14:58-15:00 | Guys, our lesson is coming to an end, let's remember what we talked about today. What are natural phenomena? What are seasonal events? How is temperature measured? What tasks did you enjoy doing? Who is satisfied with their work today, loudly say to yourself "Well done." Thanks for the lesson, bye! | Determine whether the goal of the lesson has been achieved. Conduct a self-assessment. | L: determine the personal meaning of studying the topic; R: the ability to give self-esteem. |
Natural phenomena - Pleshakov, 2nd grade. 1 part workbook
1. Use the textbook to complete the definitions.
1) Natural phenomena are all changes occurring in nature.
2) A thermometer is a device for measuring temperature.
2. Mark (color the plate) green objects of nature, yellow- phenomena of nature. Make pairs of "object - phenomenon" (connect the plates with lines).
3. Complete the table (write at least three examples in each column). If you want, write down the phenomena that can happen to the objects of nature listed in the table on p. 18.
4. Ant Question, as in the last academic year, drew pictures. He tried very hard, but Seryozha and Nadia's dad said that Ant had mixed up something again. Find mistakes. Count and write down how many mistakes are in each picture. Prove the correctness of your decision. (SUMMER 5) SPRING 2
1) Label the parts of the thermometer.
2) Mark with arrows what happens to the liquid column in the thermometer tube.
Signs of autumn - leaf fall, days become shorter, birds fly away to warmer climes, prolonged rains, harvesting, an abundance of mushrooms.
Signs of winter - lowering of temperatures to negative values, the sun shines, but does not heat, reservoirs are covered with ice, heavy snowfalls, animals have changed color and the fur has changed to warmer, some fall into hibernation.
signs of spring - the sun begins to warm, the day becomes longer, the snow melts, birds fly in from warm lands, the buds of trees swell, the first vegetation appears, animals wake up from hibernation, the first thunderstorm.
signs of summer - vegetation blooms and bears fruit, the cessation of low night temperatures, the hot sun, warm rains, animals and birds acquire offspring.
1. Use the textbook to complete the definitions.
all the changes that occur in nature.
2) Thermometer - it is a temperature measuring device .
2. Mark (paint over the plate) objects of nature in green, natural phenomena in yellow. Make pairs of "object - phenomenon" (connect the plates with lines).
3. Complete the table (write at least three examples in each column). If you want, write down the phenomena that can happen to the objects of nature listed in the table on p. 18.
4. Ant Question, as in the last academic year, drew pictures. He tried very hard, but Seryozha and Nadia's dad said that Ant had mixed up something again. Find mistakes. Count and write down how many mistakes are in each picture. Prove the correctness of your decision
Errors in the picture "Summer"
- it doesn't snow in summer
- there is no ice in summer
- birds do not fly south in summer
- snowdrops don't grow in summer
- leaves on trees do not turn yellow in summer
Errors in the picture "Spring"
- leaves on trees do not turn yellow in spring
- In spring, the snow melts and there are no more snow-white snowdrifts.
5. Practical work "Learning to measure temperature."
Goal of the work: learn to measure the temperature of air, water, human body.
Equipment: indoor, outdoor, water, medical thermometers; a glass of warm water, a glass of cold water.
Progress(according to the tasks of the textbook).
Experience 1.
- Dip the thermometer into a glass of warm water.
Experience 2.
- Dip the thermometer into a glass of cold water.
1) Label the parts of the thermometer.
2) Mark with arrows what happens to the liquid column in the thermometer tube.
3) According to the measurement results, fill in the table.
4) Mark (circle a line) the result of measuring your body temperature. Make a conclusion.
Evaluation of the work performed(whether the goal was achieved): yes, goal achieved
Presentation: inform the class about the results of the work, listen and evaluate other messages.
6. Do the exercises.
1) Write in numbers:
ten degrees of heat - +10°C
ten degrees below zero -10°C
zero degrees - 0°C
six degrees above zero - +6°C
six degrees below zero - - 6°C
2) Write in words:
+5° - five degrees Celsius
-7° - seven degrees below zero
7. Determine with a thermometer and write down the air temperature at home, on the street.
What are natural phenomena? What are they? You will find answers to these questions in this article. The material can be useful both for preparing for the lesson the world around us, and for general development.
Everything that surrounds us and is not created by human hands is nature.
All changes occurring in nature are called phenomena of nature or natural phenomena. The rotation of the Earth, its movement in its orbit, the change of day and night, the change of seasons are examples of natural phenomena.
The seasons are also called seasons. Therefore, natural phenomena associated with the change of seasons are called seasonal phenomena.
Nature, as you know, is inanimate and alive.
Inanimate nature includes: the Sun, stars, celestial bodies, air, water, clouds, stones, minerals, soil, precipitation, mountains.
Wildlife includes plants (trees), fungi, animals (animals, fish, birds, insects), microbes, bacteria, humans.
In this article we will look at winter, spring, summer and autumn phenomena nature in animate and inanimate nature.
Winter natural phenomena
| Examples of winter phenomena in inanimate nature | Examples of winter phenomena in wildlife |
|---|---|
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Spring natural phenomena
| Names of spring phenomena in inanimate nature | Names of spring phenomena in wildlife |
|---|---|
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Summer natural phenomena
| Summer natural phenomena in inanimate nature | Summer natural phenomena in wildlife |
|---|---|
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Autumn natural phenomena
| Autumn phenomena in inanimate nature | Autumn phenomena in wildlife |
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Unusual natural phenomena
What natural phenomena still exist? In addition to the seasonal natural phenomena described above, there are several more that are not associated with any time of the year.
- Floodcom called a short-term sudden rise in the water level in the river. This sharp rise may be due to heavy rains, melting a large number snow, the discharge of an impressive volume of water from the reservoir, the descent of glaciers.
- Northern lights- the glow of the upper layers of the atmospheres of planets with a magnetosphere, due to their interaction with charged particles of the solar wind.
- Ball lightning- a rare natural phenomenon that looks like a luminous and floating formation in the air.
- Mirage- an optical phenomenon in the atmosphere: the refraction of light streams at the boundary between layers of air that are sharply different in density and temperature.
- « Falling star"- an atmospheric phenomenon that occurs when meteoroids enter the Earth's atmosphere
- Hurricane- extremely fast and strong, often of great destructive power and considerable duration, air movement
- Tornado- an ascending whirlwind of extremely rapidly rotating air in the form of a funnel of great destructive power, in which moisture, sand and other suspensions are present.
- Ebb and flow- these are changes in the water level of the sea elements and the World Ocean.
- Tsunami- long and high waves generated by a powerful impact on the entire water column in the ocean or other body of water.
- Earthquake- are tremors and vibrations of the earth's surface. The most dangerous of them arise due to tectonic displacements and ruptures in the earth's crust or the upper part of the Earth's mantle.
- Tornado — atmospheric vortex, arising in a cumulonimbus (thunderstorm) cloud and spreading down, often to the very surface of the earth, in the form of a cloud sleeve or trunk with a diameter of tens and hundreds of meters
- Eruption- the process of ejection by a volcano on earth's surface red-hot debris, ash, an outpouring of magma, which, having poured onto the surface, becomes lava.
- floods- flooding of the territory of the earth with water, which is a natural disaster.
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