Lesson on the world around "What is made of" (grade 2). What is made of what? - Knowledge hypermarket What is the world around them made of wool 2

Primary school teacherGruzintseva Natalia Vitalievna,

Arkhangelsk Region, Novodvinsk, MOU "Secondary School No. 2"

Open lesson on the outside world in grade 2

Lesson topic: "What is made of what"

The purpose of the lesson: To acquaint students with the natural materials from which various things are made, to give an idea of ​​the production of paper,

Lazy woolen and clay products.

Lesson Objectives: 1shape the ability to plan their activities, highlight

the main thing that is essential in information is to model it in a drawing;

interact in a team, work in a group;

2. bring up respect for things and respect for people

different professions;

3 develop interest in new information, encourage learning new

Materials and Equipment: Sample Handouts

During the classes:

Good afternoon, dear guys and guests of our lesson.

Guys, before we start our lesson, get down to work, let's plan

their actions. What do we always do at the beginning of the lesson?repeat

In any lesson we learn something, learn something, know

Knowledge will not be lasting, so you need it ...anchor

And also any work must be done ...check and evaluate

Well, now let's get to work. I hope you succeed.

Stage 1 of the lesson - repetition

In the last lesson, we learned that economic activities are carried out

People all over the country, everyone works in their place.

Remember which industries make upthe economy our country?

(this is production, construction, transport, agriculture) In addition

there is also a service sector.

Projects theme this quarter - "the professions of our mothers, fathers, acquaintances .."

We will hear several messages and try to figure out which industry

This profession belongs to economics. Children's speeches on the topic of the project

/ children represent the professions of their parents in the form of a written message

with photos/

Teacher: Tell me guys, is it possible to call any profession the most important?

(no, all professions are necessary in their own way and each is important for a common cause)

I will read you a rhyme, and you will finish the last word:

The tractor drives - ... .. (tractor driver)

Electric train -… .. (driver)

Will paint the walls -…. (painter)

I cut the board - ... (joiner)

I spent the light in the house -…. (fitter)

In a hot forge - ... (blacksmith)

Who knows everything-…. (well done!)

2nd stage of the lesson - new material

Great, and now we move on to new knowledge.

The topic of today's lesson is "What is what is made of"

There are many different objects around us. And they are all made of something.

(decomposed on salt different subjects, pictures on the board)

We read the purpose of our work from the textbook. The smart ant will tell us.

We read from the textbook:

First, let's figure out how they dothings made of clay.

Presentation slide 2, 3 Teacher's story with the help of children

You have envelopes on your tables. Take envelope # 1. Make up production

Introduce your work 1st group. Tell us the steps of making from the drawings.

products. Find items that are made from clay in our craft show.

Now let's find out how to make a book.

Presentation slide 4, 5,6 Teacher's story with the help of children.

You have envelopes on your tables. Take envelope # 2. Make up production

a chain of the proposed models. (work in groups)

Submit your work 2nd group. Tell us about the stages of manufacturing

products. Find items that are made of wood in our craft show.

Physical education

Now let's find out how things are made of wool.

Presentation slide 7.8 the story of the teacher with the help of children.

You have envelopes on your tables. Take envelope # 3. Make up production

A chain of the proposed models. (group work)

Submit your work to the 3rd group. Tell us about the stages of manufacturing

products. Find items that are made of wool in our product show.

And from what plants can a person still make fabric? Manufacturing information

things made of cotton and linen. Display of samples of cotton and flax at various stages of its processing.

Stage 3 of the lesson - Work in a notebook - (consolidation) p.

Cross-checking of notebooks.

Look at objects and pictures. What things and objects did we not show?

What are they made of? ( brief information about objects made of glass and plastic)

Tell me, why do you need to know what the thing is made of? - children's answers, teacher's comments. And also it is necessary to remember that human labor is invested in every thing.

Therefore, it is necessary to take good care of things, respect the work of people who

did this thing.

4th stage of the lesson - self-assessment of work in the lesson

A score sheet is posted on the board. Children are encouraged to evaluate for themselves

my job.

>> What is made of what

There are many objects around us, made by human hands. To make them, natural materials are needed: clay, metals, wood, limestone, granite other.

What items do you need wood to craft? Cover them with green chips.

Cover metal objects with red tokens.

What is made of clay? Cover with yellow chips.

Cover the woolen garments with blue tokens.

For natural materials to turn into various things, you need knowledge and a lot of work of people. This is how clay turns into a wide variety of products.

Tell us from the drawings how vases, jugs and other objects are made of clay.

What other materials do people take from not wildlife?

What is made of these materials?

Daddy Seryozha and Nadia drew pictures for many books. He knows how a book is born and wants to tell you about it. But to tell not in words, but with the help of pictures.

From these pictures, compose a story about how a book is made.

What other materials do people get from plants? What is made of these materials?

With the help of drawings, compose a story about how woolen things are made.

What else do people get from animals?

Let's take a look at the sideboard where the dishes are. Here is your favorite cup - bright, colorful, with flowers and patterns. Here is a cup of mom, grandmother. All this is made of ordinary clay. It is even more surprising that the saucers, the sugar bowl, and the thin, white, almost transparent porcelain cups of the most beautiful service are also made of clay. Although they do not look like clay at all.

If you live in a village, then, of course, you have seen more than once krenki in which milk is stored in the cellar, or pots in which cabbage soup is cooked in the oven. Both the pots and the krynki are also made of clay. And the oven itself!

Many large houses in the city are built of bricks. But bricks are also made of clay in a brick factory. Even the thick walls and high towers of the Moscow Kremlin are also made of clay bricks!
Yu Arakcheev, L. Khailov

The homeland of paper, without which it is impossible to imagine our life today, is Ancient China. At first, the Chinese wrote and painted on silk or bamboo boards.

The first paper was obtained almost two thousand years ago from tree bark and old fishing gear. In special ovens in Ancient China cooked paper pulp. Then sheets of paper were pressed. After thoroughly drying, the paper sheets were ready for writing.

Now paper is made from wood. And also from old paper, newspapers - waste paper. By handing over it for processing, we preserve the greenery of the forest.

According to G. Kublitsky

Come up with questions for these stories.

Pleshakov A.A., The world around us, Textbook. for 2 cl. early shk. In 2 Ch 1 / A. A. Pleshakov. - 7th ed. - M. Education, 2006. - 143 p,; silt

Calendar-thematic planning in nature studies, tasks and answers for a student online, courses for a teacher in nature studies download

Subject "The World Around"

Abstract open lesson on the topic "What is made of what?" 2nd class 04.12 2015

FSES, UMK "School of Russia" Lapina A.A. Teacher MBOU "School No. 37", Bratsk

The goals of the teacher

Target. To acquaint with natural materials from which various objects are made; shape elementary representations about some production processes, starting with the extraction of raw materials in nature and ending with the receipt of the finished product; foster respect for natural resources.

Tasks.

Educational:

Introduce the natural materials used in the manufacture various subjects;

Introduce the simplest production chains in the manufacture of various items ;

Formation of ideas about the world around.

Developing:

Develop mental operations: synthesis, analysis, generalization;

Develop the ability to work in a group, in pairs.

Educational:

Foster interest in a subject through an understanding of the interaction of man and nature.

Foster a sense of camaraderie, neatness, perseverance.

Lesson type

Formulation and solution of the educational problem

Planned
educational outcomes

Subject (the amount of development and the level of competence):

Learn to: build the simplest production chains in the manufacture of various items

will have the opportunity to learn: find information (textual, graphic, pictorial) in a textbook, analyze its content.

Metasubject :

cognitive -- independently highlight and formulate a cognitive goal,

To pose a search problem;

Analyze and synthesize when getting acquainted with the branches of the economy;

Apply information retrieval methods (using computer tools);

Reflect on the results of activities;

evaluate your achievements, answer questions, correlate the learned concepts with examples;

communicative --listen and engage in dialogue;

Participate in a collective (group) discussion of problems;

Manage the behavior of group members, adjust and evaluate their actions;

be able to listen to the interlocutor and conduct a dialogue, master the dialogical form of speech, enter into verbal communication;

regulatory

Set an educational task based on the correlation of known and learned material;

Correct the plan and method of action in case of discrepancy between the hypothesis and the actual result;

organize your workplace under the guidance of a teacher, to master the ability to understand the learning task of the lesson and strive to complete it.

Personal:

Orientation in interpersonal relationships when working in a group;

Acceptance and development of the social role of the student;

Development of motives learning activities, skills of cooperation with adults and peers in different social situations;

Formation of the personal meaning of teaching

Methods and forms of training

Methods and methodological techniques: explanatory and illustrative; verbal, visual, partial search, practical, game.

Forms of work: frontal, group, individual.

Educational resources

UMK "School of Russia": - Pleshakov A.A. "The world". Textbook for grade 2. Part 1. M .. Education, 2012.,

- Workbook for grade 2. Part 1. M .. Education, 2012.,

Test book for grade 2 M .. Enlightenment, 2012.

Presentation;

Cards - tests for an individual survey;

During the classes

Stage name, purpose

Teacher activity

Student activity

UUD

1.Org. stage.

Good afternoon guys!

The bell has already rung.
The lesson begins.
We're not alone today
The guests came to the lesson.
Turn around quickly
Greet your guests!

Guys! Repeat after me.

I - know how to think and understand, I - know how to listen and answer,
I could be wrong,
I - can learn
I want to learn. (slide 1)

Let the motto of our lesson be the words: "You know yourself - tell another!" ( slide 1)

We will continue our journey into the world of knowledge. I hope that our today's communication will bring you new knowledge, and, therefore, new joys.

Greet the teachers. Organize their workplace, check for individual study supplies on the table

Greet each other.

Regulatory: anticipation of the result and the level of assimilation of knowledge, awareness of what has already been mastered and what needs to be learned, awareness of the quality and level of assimilation.

Personal: knowledge of basic moral standards, awareness of oneself as a member of society; educational and cognitive interest in new teaching material.

2. Homework check

What section are we studying with you?

(slide2)

What is economics?

What are the parts of the economy called?

What industries does the economy consist of?

Let's remember what professions we called?

What are the professions of your parents?

We will test your knowledge with the help of tests (Book of tests for grade 2 M .. Enlightenment, 2015). (slide 3)

What cannot the modern economy work without?

What do you know about them?

Town and Country Life "

it economic activity of people.

Industries

- Industry, transport, agriculture, trade, construction.

Milkmaid, shepherd, driver….

Children name their parents' professions and say which branch of the economy it belongs to.

Carry out a test, cross-check

- Without money

The child acquaints children with his mini-project "How did the money appear"

Regulatory

Personal: Anticipation of the result and the level of assimilation of knowledge, awareness of what has already been learned and what needs to be learned, awareness of the quality and level of assimilation, assessment of the result

Communicative

3. Self-determination in activity

Tasks: develop logical thinking, interest in new research,

Name the items that you see on the slide. (slide 4)

Determine which item is "superfluous"?

Why?

What is the name of what is done by human hands?

Socks, mittens, books, pots, fork, kettle, jug, shell.

The shell was created by nature, and the rest were made by man.

Man-made world.

Regulatory: volitional self-regulation, structuring knowledge, analysis of objects in order to identify features, selection of grounds and criteria for classifying objects

Personal: Admiration of the result and the level of assimilation of knowledge, awareness of what has already been learned and what needs to be learned, awareness of the quality and level of assimilation, assessment of the result

Communicative: planning educational collaboration with the teacher and with peers.

4. Actualization of knowledge,

1) problem statement.

2) Defining the topic and objectives of the lesson

I propose to think about what the person made these objects.

Guess what we will talk about in the lesson?

Formulate the topic of the lesson. (slide 5)

What goals and objectives will we set for ourselves? Use our phrase for this:

I think I will find out ... .. (slide 6)

Let's open the tutorial on page 108 and read the topic of the lesson again, which we will learn about in the lesson. . (slide 7)

What seems difficult and still incomprehensible?

To do this, we will learn to think, reflect, reason, understand the meaning of what we have heard and read, and also draw some conclusions for ourselves. And what can help us with this?

Of metal, of wool

From paper, from clay ...

We will find out what and how people make different products.

What is made of what?

Working with the textbook p.108

What does it mean to depict production chains.

Textbook, additional literature, internet, adults.

Regulatory: the ability to determine the goal of the lesson, navigate the textbook, analyze and classify according to the given criteria; to act according to the planned plan, as well as according to the instructions contained in the sources of information: teacher's speech, textbook.

Communicative:

Personal: a broad motivational basis for educational activity, including social, educational, cognitive and external motives;

Cognitive: independently find the necessary information in the materials of the textbook, in the compulsory educational literature, carry out analysis, synthesis, comparison, classification of the language material according to the given criteria

5.New material.

1) Fixing an individual difficulty in trial action.

Purpose: To prepare students for the discovery of new knowledge, they perform a trial training action and fix the individual difficulty. 2) Identification of the place and cause of the difficulty.

Purpose: To restore the performed operations and fix the place - the step where the difficulty arose.

3) Building a project for a way out of a difficulty

Purpose: setting the purpose of the lesson and

choosing a way to solve an educational problem,

4) Implementation of the completed project.

Purpose: students put forward hypotheses and build models of the original problem situation.

Since ancient times, people have had to adapt to living conditions in different conditions. The tools of labor, dwellings and household items, clothing, ornaments created by people were from the materials that were in that area.
- The oldest are stone tools. Ancient people first used stone fragments, branches and branches of trees. Scientists believe that the very first tool made by ancient man was a hand ax, carved out of stone.

In our time, a person from the very birth of a person enters the world of things. We are already so used to this that we do not think about how and from what the objects around us are made. (slide 8)

-Work in a group Exercise: Take the cards on the desks. Divide all subjects into groups, explain your choice. (slide 9)

- from clay (kettle, vase),

- made of wool (sweater, scarf),

-from metal (spoon, saucepan),

-from wood (ruler, wardrobe, notebook and book) Checking. (slide 10)

All of these items are familiar to you. Tell me again, what do all these subjects have in common?

Let's now follow the path of making some products. Today in this work I will have assistants who will share their research on this topic.

1. Guess the riddle: (slide 11)

If you meet on the road

Then the legs will get bogged down,

And to make a bowl or a vase-

You will need it right away.

Look at these items: dry clay and a clay cup. How do you get such sturdy cookware?

Alice has done a little research and now she will tell you how to make objects from clay. (slide 12-18)

Can we make this kind of tableware?

Why?

Alice introduced us to the procedure for making clay products.

The procedure for making an item is called a production chain. (slide 19)

Open the notebook and show the sequence of making clay dishes ... (work in pairs) (slide 20)

Quarry - potter's wheel - oven-cup.(slide 21)

- Look at the screen, I propose to take another look at how clay products are made. (slide 22)

FIZMINUTKA (slide 23)

2. We continue to work(slide 24)

Every year to the good fellow

Adds around the ring.

Even ancient people made weapons and tools from wood. Whatever people did from wood! From home for yourself to toys for children. And now folk art is simply unthinkable without wood products. It's probably easier to ask - what cannot be made of wood?

- It is clear that the ruler and the cabinet are made of wood. But how did the book and notebook end up in this group? (slide 25)

Diana has done some research and is now going to tell you how books are made. (slide 26-31)

In our city there are recycling points where waste paper is accepted. Do not throw away the paper, collect and take it to such points and you will save the trees from being cut down.

- We work in pairs... Fill in the diagram in a notebook. - How is a book made of wood? (slide 32)
Wood-cellulose-paper-book.

(slide 33)

- Look at the screen, I propose to take another look at how paper is produced. (slide 34)

3. - In the next group we have objects made of metal. (slide 35)

My assistant Roman also conducted research and will now tell you how to make objects from metal. (slide 36-41)

Let's set up a production chain - How do metal dishes come to our house? (slide 42)

Iron ore - cast iron - steel - cookware

- Look at the screen, I suggest watching an excerpt of how steel objects are made (slide 43)

4. Wool.

– Man always took care of his pets, and they gave people food and warmth. (slide 44)

Thick grasses are entangled,

The meadows have curled up,

And I myself am all curly,

Even a curl of a horn. (Sheep, ram)

How are warm mittens, sweater and sheep related? (slide 44)

So, we move on to the last selected group "Wool Products" (slide 45)

Open the tutorial. Consider the drawings (p. 111) and explain how woolen things are made. . (slide 46)

1. Shearing sheep;

2. Making woolen yarn, winding on bobbins;

3. Manufacturing of woolen cloth;

4. Manufacturing according to patterns of clothing details.

Show in a notebook the sequence of making things from wool. ( pair work)(slide 47)

Sheep-yarn-linen-product.

- There are other animals that are bred for wool - camels, angora rabbits and goats, llamas, vicuñas, musk oxen and even dogs. (slide 48)

Divide items into groups and explain their version of dividing objects into groups according to a certain criterion

They are made by human hands.

Clay

children's answers

No

The knowledge and work of many people are needed.

Notebook p. 70

Watching a movie

Wood

children's answers

Student message (see appendix).

Notebook p. 70

Watching a movie

Student message (see appendix).

We work collectively

Watching a movie

– In spring and autumn, people shear sheep with special scissors. Then they spin wool and knit socks and mittens.

Children from the pictures in the textbook tell p.111

Regulatory: the ability to determine the goal of the lesson, navigate in the textbook, act according to the planned plan, take into account the rule in planning the solution, the ability to work according to the plan, control the process and the results of their activities.

Communicative: participate in a dialogue, in a general conversation, following the accepted rules of speech behavior, make small oral monologues, "hold" the logic of the story.

Cognitive: independently find the necessary information in the materials of the textbook, in the compulsory educational literature; build messages orally and in writing.

Personal: educational and cognitive interest in new educational material;

The ability to self-assess based on the criterion of the success of educational activities.

6. Application of the knowledge gained through the creation of a problem situation.

Independent work with self-test against the standard. Target: independently perform tasks of a new type, carry out their self-test, step by step comparing with the standard, identify and correct possible errors.

So, we got acquainted with some of the materials from which a person can make the items he needs.

Group work according to the "Workbook" p.79 No. 2.3 (slide 49)

-№2 Write what people can turn these materials into.

-No. 3. Create production chains (slide 50)

clay- bricks, clay toys, vases, dishes

wool- mittens, sweater, rugs, scarf. hat ... ..

wood - furniture, paper, books, cardboard, houses, bridges ……

iron ore- scissors plant;

s erno-mill-flour -bread

clay-potter's wheel-oven -vase

……..

Communicative: enter into educational cooperation with classmates, participate in joint activities; ask questions, answer the questions of others; evaluate thoughts, advice, suggestions of other people, take them into account.

Cognitive: independently find the necessary information in the materials of the textbook, in the compulsory educational literature; build messages orally and write a simple plan.

Regulatory: plan (in cooperation with the teacher, independently, with classmates) their actions to solve the problem; act according to the plan; transform a practical task into a cognitive one. Assess your achievements. Structuring knowledge, analyzing objects in order to identify features, choosing grounds and criteria for classifying objects, deliberately constructing an oral statement

8. Physical culture break

Perform movements on the text under the guidance of a teacher. Carry out the prevention of fatigue. Focus on healthy image life

9. Lesson summary.

– Where do people get materials for making various products?

What should people pay attention to when extracting various materials in nature for the manufacture of all kinds of products?

(slide 51)

– A person must use resources wisely. Natural resources must be protected, because they are not unlimited.

(slide 52)

Making paper, a person cuts down forests, and they are “the lungs of our planet”, a home for animals and birds. After the extraction of clay, there are quarries that must be filled up, otherwise it is a wound on the surface of the earth. And if a person is unwise to use natural resources, then what can this lead to?

Guys, remember that the knowledge and work of many people is invested in every thing, so things must be treated with care. (slide 53)

I worked great in the lesson and enjoyed it!

I did a good job, but I will be even more active next time.

I am dissatisfied with my work in this lesson, but next time I will definitely succeed! (slide 54)

In nature.

1) Obtain no more materials than is required.

2) Spend sparingly.

3) Plant new trees.

4) Rehabilitate the land at the site of the quarries.

Openly comprehend and evaluate their activities in the lesson

Communicative: enter into educational cooperation with classmates, participate in joint activities, provide mutual assistance, exercise mutual control, show a benevolent attitude towards partners.

10. Reflection learning activities in the classroom.

Target: To fix the new content learned in the lesson and organize reflection and self-assessment by students of their own educational activities

Reflection. Continue the phrase: - It was interesting to know that ...

I was surprised ... - It was difficult ...

Now I know that ... (slide 55)

Regulatory: fix the new content learned in the lesson, and organize reflection and self-assessment by students of their own educational activities plan (in cooperation with the teacher, independently, with classmates) their actions to solve future problems.

11. Homework.

S. 108-111, workbook p. 70 no. 3, no. 4 (slide 56), (slide 57)

Listen to the teacher's explanation. Make appropriate notes. Accept a study assignment in accordance with their level of development

Regulatory: act according to the plan; transform a practical task into a cognitive one. Assess your achievements. Cognitive: independently find the necessary information in the materials of the textbook, in the compulsory educational literature, analyze, synthesize, compare, and classify the language material according to the given criteria.

Target: To acquaint with natural materials from which various objects are made; to form elementary ideas about some production processes, starting with the extraction of raw materials in nature and ending with the receipt of the finished product; foster respect for natural resources.

Planned results: Metasubject

Regulatory: be able to formulate educational task; understand the educational task of the lesson and strive to complete it ; formulate conclusions from the material studied; answer the final questions; realize control and correction; evaluate the results of their activities in the classroom. Cognitive:classify items by the nature of the material, show different production chains in color; read text of the textbook; according to the pictures of the textbook trace production chains, simulate them, make up story by pictures, give other examples of the use of natural materials for the production of products. Communicative: participate in the work of the couple and the group. Agree with each other, take the position of the interlocutor, show respect for the opinions of others.

Subject: learn what natural materials people use to make products; learn to make up the simplest production chains

Personal: take good care of things; understand the need to respect nature; respect the work of people.

Teaching materials: Textbook by A.A. Pleshakov “The World Around”, workbook No. 1, computer, multimedia projector, screen, various objects made of clay, metal, wood, wool; cards - models. Have students: signal flags, colored pencils (markers)

1. Organizing time, emotional attitude. (slide1)

The bell rang funny
Is everyone ready? All is ready?
We, now, do not rest,
We are starting to work.

2. Checking homework.

A) Individual tasks on the cards. (2 children receive assignments)

Underline industrial products with one line, agricultural products with two.

1. Tomato, book, carrot, telephone, table lamp, potatoes, tractor, radish, onion, chair, iron, slippers.

2. Watermelon, cherry, chair, T-shirt, grapes, boots, coat, rocket, plum, desk, pumpkin, cabbage, plane, garlic, cucumber.

B) The game "Is it true or not."

Let's play the game "Is it true or not" (work with signal cards-traffic lights: if true, green, if not, red)

Is it true that the economy is the economic activity of people? (Yes)

Is it true that trade gives us bread, milk, meat? (No)

Is it true that paper money was first used in China? (Yes)

Is it true that money isn't made of wood these days? (Yes)

Is it true that clothes, shoes, furniture are produced in trade? (No)

Is it true that a painter, bricklayer, plasterer, crane operator work in construction? (Yes)

Is it true that products and things we can buy in agriculture? (No)

Is it true that in order for us to drink a glass of milk in the morning, only the branches of agriculture and trade work? (no, transport, industry)

Is it true that together with the builders, transport and industry specialists are involved in the construction of the house? (Yes)

Is it true that all branches of the economy are related to each other? (Yes)

Self-determination to activity

Look at the screen ... (slide 2) The slide shows different objects.

(Shell, mittens, scissors, jug, ruler, spoon, scarf, mug, pencil)

Determine which "extra"? (shell)

Why? ( Shell - created by nature, and the rest were made by man)

What is the name of what is done by human hands? ( Man-made world)

Practical work.

Divide the rest of the items into groups by material. (Divide items into groups.)

All of these items are familiar to you. Name them and explain what they serve. What do all these items of the same group have in common? (They name the items. Tell them what they are for - from clay (vase, pot, brick, clay toy-whistle),

Wool (sweater, gloves, socks, scarf),

From metal (spoon, bowl, mug, scissors, metal constructor),

Made of wood (ruler, wooden spoon, matryoshka, notebook).

What will we talk about in the lesson? (We will find out what and how people make different products.)

Read the lesson topic in the tutorial.

Formulate learning objectives which we will put in front of ourselves? (we will talk about objects, find out what they are made of). Let's read about it in the tutorial.

Work on the topic of the lesson.

Conversation "What from what?" (Group work)

Now let's talk about each group of items separately.

1. Wool (consider a group of items made of wool ) (slide 3)

We have determined that these items are made of wool. Where does the wool come from?

(p. 111 of the textbook) Consider the drawings and tell us how woolen things are made.

1. Sheep shearing;

2. Making woolen yarn, winding on bobbins;

3. Manufacturing of woolen cloth;

4. Drawing on the fabric;

5. Manufacturing of clothing details according to patterns.

What new things have you learned about woolen making?

How was this scarf made? How did you get the different colors?

2. Wood (consider a group of objects made of wood) (slide 4)

It is clear that the ruler and the stand are made of wood. But how did the notebook end up in this group? How did our textbooks come about? The guys who prepared the messages will help us figure it out.

a) Student speeches on papermaking.

There are different types of paper. Where is it used?

The plant produces paper.

• A writer writes a work.
• The artist makes illustrations
• The publishing house prints books.
• Books appear in the store.

Speech by children.

Today paper is made in mills where machines help people.

Machines are taken to work even when the future paper grows in the forest. Electric saws saw, fell trees. Timber tractors are carrying logs to the river. The machines tie the logs into rafts, and the rafts float down the river to the gates of the workshop. Here other machines get down to business: a fast multi-saw machine cuts logs into logs; machine - a box rip off the bark from them; the chipper chops wood chips into chips; the chips travel on a self-propelled track to the cauldron. In a boiler, wooden porridge is cooked in a special solution. This porridge, when ready, becomes paper.

b) Show of the collection different types paper.

What is paper used for?

Is it easy to get paper? How to treat our notebooks, textbooks, because all these are felled trees. And it takes at least 60 years to grow a full-grown tree.

And also furniture, dishes, toys are made of wood. (Show.)

6.Fizzy

Now guess who you are talking about? ( The music “Bu-ra-ti-no!” Sounds)(slide5)

Why do you think we remembered Pinocchio? (made of wood)

And from what fairy tale? ("Golden Key". A. Tolstoy)

7. Conversation "What is what?" (continuation)

For a long time in Russia dishes were made from clay and such wonderful toys. (slide 6)

And how toys are made of clay, we learn from a fragment of the film .

(Viewing a fragment of the film "The Legacy of Philemon's Grandfather".)

A student's story about clay.

Clay is extracted in a quarry by excavators. In its raw form, it is plastic. It is mixed with water to form a thick paste and then utensils or toys are molded from it. When dry, the clay hardens and becomes very strong. Then the products are fired in an oven at high temperature 450 ° C. After firing, the clay becomes strong and never becomes soft. The art of doing such things is called ceramics.

In ancient times, when there were no refrigerators, earthenware jugs were used to store cold water. The water remained cold, as it seeped through the fine pores of the jug and evaporated, which helped keep the water cold.
The Chinese were remarkable potters. Made from special white clay porcelain... When fired, this clay becomes white. This cup is also made of clay.

I must say that bricks, toys, and tiles are made of clay.

In the last group, we had objects made of metal ... (slide 7)

A student's story about iron making

No one makes iron, it is created by nature itself, like water, clay, sand ... And people only extract this iron and turn it into cast iron and steel.

Iron is apparently invisible in the world - it is in the sand (that is why it is yellowish), and in reddish-brown clay, and in brown stone - flint. Iron is even dissolved in water.

Most iron is found in iron ores. It is from them that this most important metal is mined.

How is the ore mined?

Here you cannot do without a huge, powerful, steel copal - a scoop, a small paper bag with an explosive charge and long wires. Miners will drill holes in the ground, put explosives in them, and let current through the wires. Cover your ears here. As the explosion crashes - tons of earth, stones will fly into the air, scatter around, and the ore hidden under them will open. It happens that the ore itself has to be crushed by explosions. Finally, the explosions died down. A walking excavator is taken to work. The excavator will scoop up the ore with a bucket-scoop, turn around - and a whole wagon or a giant dump truck is loaded. But the ore was brought to the plant. How do you turn it into iron? A hot fire helps people here. In huge, like high-rise buildings, furnaces - blast furnaces day and night raging fire. Here, to the very top of one of these domains, trolleys crawled along an inclined road. They will rise, overturn, pour the load into the oven - and down. In some trolleys, ore, in others - white stone, limestone, in others - fuel, dark gray spongy coke. It is, like a cake, baked from the finest coal, ground into flour. Well, limestone helps coke to pull out all excess impurities from the ore.
Coke burns hot, but it cannot melt the ore. To make it burn even hotter, you need to constantly fan the fire, you need air, hot, incandescent. That is why there are several more towers next to the blast furnace. It is in them that the air heats up. Mighty fans drive air currents through the pipes, continuously fanning a firestorm in the blast furnaces. The flame is raging, the ore melts, settles, drops of cast iron metal gather in trickles, rivulets ... Cast iron is heavy, it flows down to the bottom of the furnace, and everything that was in the ore rises, floats up in bubbly fiery foam. This is slag.

Finally, the master gives a signal: “Cast iron is ready! You can release melt. " A minute, then another ... and, scattering fountains of sparks, illuminating the sky with a fiery glow, liquid metal will pour into a huge ladle. There are many buckets, each on wheels. There is a whole cast iron train on the rails. One bucket will fill, immediately the next one will fit under the stream. Where will the fire-breathing train go? His way is not far away - to the neighboring workshop. Here the cast iron will be poured into molds. In them, the liquid metal will solidify and take the form of the same form in which it was poured. And we meet with cast iron every day. After all, ordinary pans, cast iron pans, radiators, grates into which streams on the streets run away - all this is also cast from cast iron.

So, we got acquainted with some of the materials from which a person can make the items he needs. And now, to consolidate, we will complete the tasks in the notebook.

Fastening (work in pairs):

Independent work on the "Workbook" p.39-40 №1,2

Show with arrows different color different production chains.

Write what people can transform these materials into.

(Grain, mill, bread. Iron ore, mill, scissors, etc.)

And besides clay, wood, metal, what materials can various objects be made of? (Plastic, rubber, glass, etc.)

What should people pay attention to when extracting various materials in nature for the manufacture of all kinds of products?

1) Obtain no more materials than is required.

2) Spend sparingly.

3) Plant new trees.

4) Rehabilitate the land at the site of the quarries.

8. Lesson summary: (slide 8)

What question was answered in the lesson?

Who now knows what dishes, clothes, comfortable things can be made of?

For the manufacture of various things, a person mainly uses materials found in nature. But their supply is not unlimited. Therefore, a person should take good care of natural resources.

9. Reflection. (Slide 9)

• I know that …
• I learned …
• I am satisfied…

10. Homework (slide 10)