- ▲ world (of which) habitation surrounding world. the world is a totality, a system of everything that exists. light. white light (which is just not in the white light). god's light. ↓ consciousness ... Ideographic Dictionary of the Russian Language

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

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

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

Model of space and time by R. L. Bartini, illustration for the work "Multiple geometries and multiplicity of physics" in the book "Modeling of dynamical systems" (together with P. G. Kuznetsov) Bartini's world is an abstraction, according to which time, like ... Wikipedia

"World of equal worlds"- After the fall " iron curtain» modern world became different. The world order with two superpowers has been replaced by multipolarity and multidimensionality of the communication space. On the horizons of the emerging New World, international relations… Geoeconomic dictionary-reference book

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

The world, space, order and image of things, which are intended by God for human life. I. WORD PEACE IN OT: 1) Heb. The OT does not know a single designation for the concept of M., which can be expressed in different ways: a) the words the whole earth (Genesis 11:1,8,9) or ... ... Brockhaus Bible Encyclopedia

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

Aya, oh. Located, located around, nearby. Oh, the situation, the area. About the items. Oh world. Fight for a clean environment. ◁ Surrounding, wow; cf. O. light, sad. Believe in changing the environment. Interest, indifference to ... ... encyclopedic Dictionary

Books

• The world around, M. N. Danilova, I. R. Koltunova, O. N. Lazareva. …
• The world around, Kadomtseva N.. The world- one of the most interesting and useful subjects in elementary school. If your child is already preparing to start school, this book is for you. Developmental and educational tasks collected ...

PEDAGOGICAL UNIVERSITY "SEPTEMBER FIRST"

VINOGRADOVA Natalya Fedorovna,
RYDZE Oksana Anatolyevna

"World around" academic subject in elementary school: features, opportunities, methodological approaches

Lecture plan for the course
Newspaper number	Title of the lecture
	Lecture 1 Junior schoolchild and the world around: features of interaction. Does a junior student perceive the world in the same way as an adult? What is "perceptual integrity"? Does the younger student show interest in nature, history, culture of his native country? Does the child's personality change under the influence of the world around him?
	Lecture 2 The development and education of a younger student is the goal of studying the subject "The World Around". Why was the subject "Natural History" replaced by "The World"? What is the contribution of the subject "World around" to the development and upbringing of a younger student? What personality traits are developed mainly in the lessons of the world around?
	Lecture 3 What to teach: what knowledge about the world around us is relevant for a younger student. What does "current knowledge" mean? Why should the content of knowledge about the surrounding world be integrated? Under what conditions does knowledge become value relations? Control work number 1.
	Lecture 4 The lesson of the "surrounding world": types and structure. Why can't a combined lesson be a priority when studying the world around us? What types of lessons reflect the specifics of the surrounding world as an object of study? Why should a game, logical and creative tasks be mandatory structural units of a lesson?
	Lecture 5 When a junior schoolchild is active: methods of activating cognitive activity in the lessons of the "surrounding world". Under what conditions for the organization of cognitive activity is a younger student active, initiative, independent and working in the zone of proximal development?
	Lecture 6 What is learning autonomy and how to develop it? What is the difference between home and school independence? What skills ensure the development of educational independence? Control work number 2.
	Lecture 7 Younger students work together: the use of various forms of organization of learning in the lessons of the world around. When does learning become a collective activity? What is the didactic significance of different forms of organizing joint activities?
	Lecture 8 Do I need to know the "World Around" to the mark? Can relationships and feelings be measured by a mark? How to evaluate knowledge about the world? Final work.

Lecture 2

The development and education of a younger student is the goal of studying the subject "The world around us"

The theme of the round table.“Is the subject “The world around us” necessary in elementary school?

Members: methodologist UO, head teacher, teacher, parent.

Head teacher Subject "World around" recently included in the primary school curriculum, before that the school studied the subject of "Natural Science". And I think that for a junior high school student, he was very successful. The kids loved this item.

Teacher. I agree: for how many years children have successfully studied natural history! The course "The World Around" is quite complex, contains a significant amount of information from many areas (biology, geography, social science, physics and even chemistry). The child is already overloaded with knowledge of the Russian language and mathematics, and here such a load: to read, conduct experiments, invent ... This is unbearable for children of this age. And how much suffering this subject brings to the teacher! Each lesson takes time to prepare...

Methodist UO. Let me remind dear colleagues that in the history of the development of primary education there has always been an integrated subject that introduces children to different sides the surrounding world. This started in the 19th century by K.D. Ushinsky in "The Native Word", A.Ya. Gerd in the "World of God" and later - in the course "Natural Science and Geography", which was studied in the 20s of the XX century and included knowledge about the relationship between man and nature.

Parent. I must admit that the amount of knowledge today is really very large. But mine youngest daughter, studying this subject, has a much more solid stock of knowledge about life in society than the eldest, who studied natural history. In my opinion, the subject "World around" It is extremely necessary for a younger student, because it allows him to navigate the environment, make the right decisions about how to behave in nature, monitor his own health, learn the rules of relationships and the culture of the country.

Methodist UO. This is especially important today, when we have lost the values ​​of Soviet society, and have not yet acquired new ones.

Teacher. But this course is much more difficult than natural history. It is very multifaceted, requiring (primarily from the teacher!) the desire and ability to explore, to discover something new. Although, I agree, the results of our work are more obvious.

Parent. You say that the course is difficult, but the difficulties of the process of cognition (available, of course) are more interesting than their absence. And one more thing: a lot of what is being studied, the child already knows. But for some reason, many teachers still make you learn everything that is written in the textbook. Has nothing really changed in 20-30 years, and our children, like us and our parents, should develop the ability to cram?

Methodist UO. I propose to discuss all these problems:

Why was the subject "Natural History" replaced by "The World"?

What is the contribution of the subject "World around" to the development and upbringing of a younger student?

What personality traits are developed mainly in the lessons of the world around?

? Why was the subject "Natural Studies" replaced by the subject "World around"?

If we look into textbooks on the history of pedagogy and take an interest in curricula and the nomenclature of subjects that are in different historical times schoolchildren studied primary school, let us pay attention to the fact that for the first time a course similar to natural history appeared in the second half of the 18th century. Author of "The Inscription of Natural History, published for the Public Schools Russian Empire... "(1786) V.F. Zuev proposed to acquaint elementary school students with inanimate nature ("Fossil Kingdom"), plants ("Vegetable Kingdom"), animals ("Animal Kingdom"). The authors of all natural history courses that were studied later, up to the 90s of the 19th century (A. Gerd, L. Sevruk, I. Polyansky, D. Kaigorodov, V. Goroshchenko, A. Nizova, Z.A. Klepinina, L. F. Melchakov, A.A. Pleshakov), focused on expanding the knowledge acquired by children. Gradually, more and more new sections were introduced, reflecting the field of natural science knowledge: soil, natural communities, the structure of the human body, ecology, etc. The authors based the course on the idea of ​​diversity kingdoms of nature, characteristics of their representatives.

It is also interesting to note that from time to time the subject "Natural Studies" ("Natural Science") was removed as an independent subject and replaced by explanatory reading in reading and mother tongue. It was during the time of K.D. Ushinsky and his followers; this was for nearly thirty years between 1937 and 1966. This course of acquaintance with the world could not, of course, solve all the educational and educational tasks, but it had one advantage - the world was studied in its entirety.

The study of history was also included in different historical times in the curriculum of primary school students. Thus, the “Charter of gymnasiums and progymnasiums” (1864) provided for the study of an episodic course in history in grades 3–4, an elementary course in social science in the 20s of the 20th century was compulsory subject in grades 2–3 of elementary school, then (in the 1930s) a course in the history of the USSR was introduced. Unfortunately, later acquaintance with history, modern life of society remained within the framework of explanatory reading.

Perhaps, the violation of the principle of natural conformity of education (children of primary school age cognize the world holistically) became the main reason for the emergence of the subject "The World around" on the basis of "Natural Studies".

No matter how interesting and useful natural history was, it did not solve the problems of the social development of the younger schoolchild. It is known that man is not only a biological being, but also a social one.

Moreover, a person is born as a biological being, but develops as a social being, as a member of a certain society that exists at a certain time and in a certain space. A person cannot develop outside of society, not a single Mowgli in real life could become a full-fledged person.

The trinity of the surrounding world (nature-man-society) became the main conceptual idea in the development of a new elementary school subject "The World around". First, this was implemented in the author's program "The World Around" N.F. Vinogradova, and then reflected in the state standard and curriculum, where since the beginning of the 90s the subject "The World Around" appeared.

Taking into account the peculiarities of modern society and the social side of people's lives, the problem of expanding knowledge about the world around us has become special meaning. Today, the state and society have set the most important task for the school: to educate the higher feelings of the younger generation, to form ideas about the history of our state, to develop value relations and guidelines.

? What is the contribution of the subject "World around" to the development and upbringing of a younger student?

Let us pay attention to the fact that the availability of knowledge, the assimilation of any information is an essential indicator of development, but not the most important.

An outstanding child psychologist L.S. Vygotsky defined child development as a result of learning that does not coincide with its content, that is, as personality neoplasms that fundamentally distinguish the child at the end of education from him at the beginning. These are changes that occur in the psyche (in perception, attention, imagination, thinking, speech and memory), in personal development (in understanding oneself, self-control and self-esteem, managing one's feelings and actions, etc.), in relation to the world around and activities which the child is engaged in, etc.

What are the characteristics of development that are most important for a younger student, are formed when studying the subject "The world around"?

The ability to apply the acquired knowledge, choose a rational way to solve a learning problem;

the desire to be independent and take the initiative in studying the surrounding reality, to find ways to obtain, systematize, generalize information;

the ability to carry out educational cooperation, choose a partner for activities, appropriate ways of working together;

the ability to assess one's ignorance, find the cause of a mistake and ways to correct it, determine the need to acquire new knowledge.

One of the main objectives of the subject under consideration is the development of the general culture of the student. The activity of an elementary school teacher is aimed at the formation of elements of ecological culture, the development of moral feelings, as well as a culture of behavior in society.

Since the lessons are based on concrete and close to the children material, they affect their feelings, allow you to compare your experience with the acquired, to have your own point of view. For example, in the 2nd grade, children study the rather difficult topic “Russia is your Motherland”. To work with a text that is difficult for a second-grader, the textbook offers two emotional supports. The first - the story "What Daddy Told About" - depicts an emotional situation that is familiar to almost every child: dad returns from a business trip and talks to the children about how he missed home. In the process of reading and discussing the text, children can answer the following questions: “Have such stories happened to you? When did you miss home? Do you remember your hometown, street, house when you go to other places? Why does a person miss home?

As a result of a collective discussion, schoolchildren come to the conclusion: a person gets used to his home, where he is always comfortable and well, where he is expected and missed. Motherland is also a native home, therefore a person cannot live long without his Fatherland.

At the same time, the teacher offers another emotional support: the students are looking at a reproduction of the painting by I.I. Levitan "Evening bells". It is especially important to draw the attention of children to such words: “The poet conveys his love for the Motherland with words, the composer with a melody, and the artist with paints.” This will prepare students to analyze the meaning of I. Shaferan's poem "Red Sun" (p. 52 in the textbook for the 2nd grade)- the poet conveys his feeling of love for his native land, nature, Motherland.

Of course, a personal attitude to an event, a moral norm is not easily formed in a junior schoolchild. For this, it is necessary to build a system of emotional “helps”: give examples from the lives of children, revive their experience, use visual material, etc.

Let's take an example. In the 4th grade, the topic "From birth to old age" is studied. At one of the lessons, the children are invited to speculate on the topic “Why do old people need your help?”. As the first emotional support in the discussion of the topic, the teacher uses the life experience of the student. The fourth-grader compares the image of an elderly person, available in his past experience, with the image presented in the text of the textbook. In this case, the emotional support is combined with the content: the experience of children is enriched by specific life situations.

The second emotional support is a reproduction of a painting by the remarkable Russian artist V.M. Vasnetsov "From apartment to apartment". Comparing his experience of communicating with older people, looking at the picture, the student gets the opportunity to think about whether the attitude towards the elderly is normal, which we often observe how we behave ourselves. Perhaps, having discussed with classmates the importance and need for attention to the elderly, the student will devote some time to his relatives, say a kind word to the elderly, and provide all possible assistance on occasion. The third emotional support is students' stories about how they help grandparents, and a discussion of the situation "Grandma came home."

Lessons from the environment with their proper organization, they make it possible to develop the most important intellectual qualities of the student: the ability to compare, classify, draw conclusions. For example, when studying the topic “Your first acquaintance with the stars” in the 2nd grade, the teacher suggests considering two diagrams and discussing the following problem: “In ancient times, when drawing the Universe, people placed the Earth in the center - approximately as shown in the first diagram, – and thought that the Sun revolves around the Earth. Compare diagrams. Which of them seems correct to you from the point of view of modern astronomy? (The second diagram shows modern look mood solar system.)

As a result of the discussion, the children come to the following conclusion: in ancient times, people had a misconception about the role of the Sun in the solar system. This star is the center of the solar system, and the earth revolves around the sun. Thus, the comparison of two different points of view becomes the basis for a correct understanding of the connections in the surrounding world.

Among the goals of studying the surrounding world, one of the most important is the development of socially significant personality traits, value ideas about nature, people, and society. It is aimed at achieving it as the content of the course , and all components of the method of getting acquainted with nature, society, people, etc. Problem situations are especially important for the formation of a positive attitude towards the world and its knowledge.

For example, during a discussion in the 4th grade of problematic issues: “Why did Russian soldiers always burn bridges behind them?”, “Why did they say: “There is nowhere to retreat. Moscow is behind us!”, “What do the words of A.S. Pushkin, said about Kutuzov: “When the voice of the people's faith ...” (see tutorial)?”, “Why did the words of the song “Get up, the country is huge ...” inspired people to exploits?” etc. - children develop the highest moral feelings - patriotism, pride in the heroic history of their native country, admiration for the exploits of our ancestors.

The value positions of the junior schoolchild are manifested in his activities - first in educational situations, then in everyday life. The younger student in his statements, comments on his drawings and illustrations of the textbook, in essays, stories-etudes, reflects his own understanding of the events of the country, learns to compare his emotional states with the relations expressed in their works by the authors of art paintings, literary works, sculptural compositions and etc. For example, in the textbook for the 4th grade, a number of posters dedicated to the Great Patriotic War were selected. Looking at them, fourth-graders pay attention to the visual means used by artists, to how they depict our soldiers and fascist enemies. Thus, the poster “What Hitler wants and what he will get” by means of fine art actually names a number of reasons why Hitler unleashed a war with the Soviet Union: “Hitler wants to take bread from the peasants; wants to give the factories to the bourgeoisie; wants to strew the earth with coffins; wants to make the free slaves.

Of course, at primary school age, the development of a child's reflection is just beginning. In order for the student to learn to evaluate the results of his activities, in order to successfully form his self-esteem and self-control, a special exercise is introduced already in the 1st grade: "Evaluate how you completed the task." The student carefully reads himself (or listens to the teacher) all the answers to the assessment of the assignment:

- quickly, correctly, independently;
– right, but slowly;
- right, but with the help of others;
- fast, but wrong.

Then the student chooses from the answers one that, from his point of view, corresponds to the process of his activity and the result obtained. Since the student can choose only one answer out of four, this forces him to first analyze all the proposed answers. The experience of using this and similar exercises shows that by the end of the first year of study, children fairly objectively assess their activities, which makes it possible to introduce more differentiated assessments in the next grades.

The process of studying the world around us, to a greater extent than all other educational disciplines of elementary school, contributes to the development of children's erudition.

When studying the course, students master a fairly large amount of knowledge from various educational areas - natural science, geography, social science, anatomy, etc. This means that the subject "The World Around" is cultural, shaping the culture and erudition of the child. The study of nature, society and man contributes to the moral formation of the individual, the formation of a humane attitude towards all living things. The child learns the rules of behavior, learns to interact with other people, to understand himself, to control his behavior.

For example, in the 2nd grade, in the lessons on the topic “Who lives next to you,” children learn the rules of a culture of behavior and attitudes towards people. To get away from edification, the formal memorization of the rules, it is necessary to pay more attention to the emotional side of human actions. The conclusion that the students will draw is: “Without rules, society cannot exist. Rules help people live without trouble. Compliance with the rules allows you to organize life. ( Here is an example from a 2nd grade textbook. pp. 42–43.)

An important aspect of the personality of a growing child is the upbringing of an ecological culture. Children learn the ABC of the laws of the life of nature, learn about the interaction of plant and animal organisms, the need for a careful, diligent and reasonable attitude to the natural environment. In the learning process, the experience of assessing human behavior in nature is formed, the skills and abilities of caring for animals and plants are developed, providing them with the necessary assistance both in artificial and natural habitats. At the heart of the aesthetic education of younger schoolchildren lies the figurative, emotional perception of objects created by nature and man. Diversity, brightness, dynamism of the objects of the surrounding world affect the stability of emotional impressions, and the relationship between emotional and cognitive becomes a condition for the development of aesthetic feelings.

Constantly observing the phenomena of the surrounding world and being in interaction with its objects and objects, the younger student acquires not only a great sensory experience. He develops the ability to analyze, establish connections and dependencies, classify, compare, generalize the observed, draw conclusions - that is, he learns to be a student.

In the process of getting acquainted with the outside world, it is quite easy to create situations of surprise, questions, assumptions, foresight, which become the basis for the emergence of the motive for obtaining knowledge, acquire particular importance in the development of logical thinking and coherent speech (speech-reasoning).

Let us now present the goals of the subject in the form of a diagram.

Leading goals of the subject "World around"

Goals determined by the natural history content of the subject:

formation of systematized knowledge about the diversity of nature and the conditions of its life;

development of a positive attitude towards nature, elements of ecological culture;

formation of skills of careful, creative attitude to nature.

Goals determined by the social science content of the subject:

education of the principles of higher moral feelings (relationship to the Motherland, its culture and history), tolerance, etc.;

fostering a culture of behavior and relationships;

developing the ability to empathize, show attention, provide assistance, etc.

Objectives due to the integrated nature of the course content:

formation of a general culture and erudition of schoolchildren;

development of value relations to the world around, moral and aesthetic feelings;

awareness of oneself as a part of nature and a member of society.

? What personality traits are developed mainly in the lessons of the world around?

If we proceed from the position adopted in didactics that the intended goals of learning are the planned result of the didactic process, then the implementation of the above-mentioned main goals of the education of a younger student will lead to the emergence of “new formations” (L.S. Vygotsky) of his personality.

These new qualities of the child's personality will help him interact with the world and himself, and will become elements of his readiness for such interaction.

Let us single out the main components of the readiness of the younger student to interact with the outside world.

1. INTELLIGENT READINESS- the ability to work with information of various types, the ability to apply knowledge in non-standard situations, to determine the way of constructing a learning task; own (at the age level) the methods of independent acquisition of new knowledge. Intellectual readiness also includes the necessary level of development of cognitive interests, the student's ability to work in search conditions, the ability to put forward and discuss assumptions, and conduct small studies.

2. PERSONAL READINESS- the desire and ability to show independence, initiative, purposefulness, strong-willed effort in overcoming difficulties; the ability to plan and organize their activities, to master the elementary rules of educational cooperation.

3. COMMUNICATION READINESS- the ability to use the means of language and speech to receive and transmit information, the ability to participate in an educational dialogue, to build monologues of various types.

4. REFLEXIVE READINESS- the ability to monitor and evaluate their activities, to foresee the possible consequences of their actions, to find and eliminate the cause of the difficulties that arise; consciousness dignity the ability to objectively assess their educational achievements and strive to improve them.

5. BUSINESS (activity) READINESS- the ability to translate a practical task into an educational one, to design one's activity from setting a goal to obtaining a result; the ability to apply an algorithm of actions; ability to work under conditions of choice.

6. CREATIVE READINESS– the ability to solve a learning problem creatively; wish
and the ability to refuse from the model, to achieve originality and novelty of the solution.

7. EMOTIONAL READINESS- a system of educational and cognitive motives (a reasonable desire to learn), an adequate emotional reaction to various learning situations, the ability to use and acquire sensory experience.

From the above, it follows that the characteristics of the readiness of a younger student is indifferent to the content of education, that is, these qualities of a student can be formed at any lesson.

Questions for self-examination

1. Prove the special importance of the surrounding world for the social development of the child.

2. What is the attitude of the parents of students in your class to the subject "World around"?

3. Describe one of the goals of studying the subject.

4. How do you understand the readiness of a junior schoolchild for life in the modern world around him?

5. Express your opinion on the question: “Is it necessary to adjust the learning process in connection with changes in the current social situation?”

1. Vinogradova N.F.. Conceptual foundations for the construction of the educational and methodological set "Primary school of the XXI century". – M.: Ventana-Graf, 2005.

2. Vinogradova N.F.. Strategy of the Russian Federation in the field of education development for the period up to 2008: education priorities as a contribution to the country's socio-economic development // Primary education. - 2005. - No. 5.

3. Vinogradova N.F.. How to implement student-centered education in elementary school? // Elementary School. - 2001. - No. 9.

4. Vinogradova N.F.. Education should be developing // Primary education. - 2004. - No. 2.

5. Vinogradova N.F. How to develop reflective abilities. Elementary education. - 2005. - No. 4.

6. Zhurova L.E., Vinogradova N.F.. Educational activity: Program for elementary school // In Sat. "Programs for the Four-Year Elementary School". – M.: Ventana-Graf, 2005.

The world around 1 class.

What is the environment.

Lesson #1

Topic: What is the world around.

Form of organization of classes (type of lesson): a lesson with elements of research and game activity.

Type of lesson: introductory lesson, lesson of acquaintance with a new academic subject.

Lesson Objectives:

Assimilation of the initial ideas about the subject "The world around us", about objects of animate and inanimate nature.

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

Formation of moral and volitional qualities, the ability to control one's behavior in learning situations.

Basic concepts: the world around: the world of nature, the world of things, the world of people.

Metasubject connections: the world around, art.

Resources: students' workbooks, textbooks, colored pencils, 3 pictures of the city, the underwater world and a girl by the pond; trailers and objects of nature, things, people.

Planned learning outcome, incl. UUD formation:

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

Know the distinguishing features of living and inanimate objects.

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

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

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

2. Regulatory UUD: organization of the workplace according to the instructions of the teacher; if possible, evaluate your work and the work of a friend; determine the task execution plan under the guidance of the teacher.

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

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

7. Reflection. Personal UUD

Formed UUD

Teacher activity

Student activities

1. Organizational moment

Communicative UUD

The teacher greets the children, accepts their greetings with a smile, and with the help of a small breathing exercise relieves possible tension. Preparing children

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

Children joyfully greet the teacher, do breathing exercises and sit down at their workplaces. At the same time, they occupy a comfortable, but acceptable posture for study.

2. Actualization of basic knowledge.

Personal UUD

Speech workout. The teacher engages students in a dialogue.

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

Riddle hint.

Here is the first helper:
He is smart and he is loyal
At the lesson on the desk will lie down
Check it out, he'll tell you everything!

What is the name of our textbook?

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

Introduction to the workbook.
.

Teacher, comrade, at home, mother.

It's a textbook!

The world.

Children take it in their hands, consider the cover.

3. Goal setting and motivation.

Regulatory UUD

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

-What is the environment?

Why do you need to study it all of a sudden?

4. Discovery of new knowledge by children

Cognitive UUD

Personal UUD

TEACHER. And now, let's use our first helper - open the tutorial on the page. Let's take a closer look at the illustration.
The teacher reads the poem.
TEACHER.
Take a look around, friend!
You see the river, the forest, the meadow,
Bird flocks, plane,
What went to flight.
Sky, wind, clouds,
Again a river, a meadow a river!
TEACHER. We are starting to study a new subject - "The World Around". Look at the picture again, look out the window, look around, think and say what is the world around you? What and who is part of the environment?

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

In the lesson of the world around us, we will learn why day follows night? How many days in a year? Why does the seasons change? How diverse is the flora and fauna of the Earth? Why is it important for a person to live in a family? What miracles can human hands create?

The game is a journey.

1 row goes to the forest.

2 row goes to the underwater world.

3 row for a walk around our city.

-List the objects of nature that you saw there?

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

Let's sum up the first result.

-What does the subject "World around" study?

Students open their books and look at the pictures.

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

Students can list several items around them.

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

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

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

The subject of the world around studies the world of nature, the world of things, the world of people.

5. Primary fastening.

Regulatory UUD

Communicative UUD

WORK according to the textbook on p. 5Z

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

-List the items in the picture.

What two groups would you divide them into? Why?

-Let's try to give a complete answer to the question: What is the world around us?

Option 1 answers: living and inanimate nature.

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

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

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

6. Independent work.

Communicative UUD

Cognitive UUD

Personal UUD

WORK in workbooks on pages 4-5

Task 1 on p.4.

-Colour what belongs to wildlife.

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

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

WORK on p.5. notebooks.

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

GAME "Hook trailers to the trains."

Living and non-living nature.

I call two student trains to the board. Children from the place show their picture, the trains collect trailers.

TEACHER. Well done boys! True, we can divide all objects found in nature into two large groups - objects of living nature and objects of inanimate nature.

Flowers, butterfly, spruce, mushrooms.

Work in pairs: "Consult your neighbor."

Dishes are inanimate nature, other objects of wildlife.

They are active and independent.

Control themselves and their comrades during the game.

Control according to the model on the board.

Communicative UUD -What new did you learn at the lesson?

–Who found it difficult? Interesting? Assessment of your work.

(for a four-year primary school)

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

I. Explanatory note

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

Reading, the Russian language and mathematics create the foundation for the development of all other subjects, at least by teaching children to read, write and count. The core of rational comprehension of the world has always been the system of sciences, the study of which forms the basis of school programs in primary and high schools, both in terms of the number of subjects and the number of hours. The subject "The World around" on the basis of the skills acquired in the lessons of reading, the Russian language and mathematics, teaches children to a holistic integral rational (intelligible) comprehension of the world around them, prepares them to master the basics of knowledge in the main school, and in relation to the development of the personality, its upbringing plays no less, if not more, role than other subjects.

The subject "The world around us" is the basis of natural and social sciences. The purpose of the course of the surrounding world in elementary school is to comprehend personal experience and teach children to rationally comprehend the world.

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

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

The specificity of the understanding of experience by a modern child lies in the fact that his experience is unusually wide, but largely virtual, that is, received not through direct communication with the outside world, but indirectly, through the media and, above all, television. The role of virtual experience will only increase in the future due to the widespread use of computers and the Internet.

Television is not focused on systematic children's education, although it is becoming the main "window" to the outside world. Therefore, unable to resist negative influences virtual experience, the school should, if possible, use it for educational purposes and organize the development of the virtual world by schoolchildren. Therefore, the role of the subject "The world around us" is very large and there is a need to expand its content, since this subject should provide answers to various requests from children's experience, including virtual.

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

II. General characteristics of the subject

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

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

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

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

A textbook that includes only such specially selected questions that can be presented to younger schoolchildren in an accessible way and without popularization is not suitable for solving the task at hand. After all, with this approach, most of the questions that arise in the guys cannot be answered. As a result, the children will not develop a holistic view of the world around them. This, in turn, will not allow them to easily perceive new information, since it is difficult to associate it with a small number of established ideas and concepts. This means that most of the ideas that develop in them will be the result of children's myth-making. These ideas, received by children in childhood, can stay with them for the rest of their lives.

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

How to form a complete picture of the world in a child? It is pointless to start trying to tell him things unfamiliar to him. He may be interested, but he will not be able to combine this new knowledge with his experience (knowledge will remain "islands without bridges"). The only way is to help children make sense of their experience daily and hourly. A person must learn to understand the world around him and understand the value and meaning of his actions and the actions of those around him. And even though a person will not always act in accordance with his knowledge, we must give him the opportunity to live intelligently and meaningfully. By regularly explaining your experience, a person learns to understand the world around him. At the same time, he constantly begins to have questions (generated by "islands of ignorance") that require clarification. All this contributes to the formation of a habit (skill) explaining and reflecting on one's experience. In this case, he can learn to do any new business, mastering it on his own.

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

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

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

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

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

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

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

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

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

1st step. At the first stage of preparation for the lesson, it is necessary to highlight in the content of the textbook the obligatory program minimum. To do this, you need to open the program and find in the requirements for knowledge and skills by the end of this year of study those that relate to the topic being studied (the list of requirements is also placed in the diaries and at the beginning of each section of the textbook). This is the minimum that all students must learn and which will be checked in the test papers at the end of the quarter. The assimilation of these knowledge and skills is provided not so much in this lesson as in subsequent lessons in the process of their actualization. In some lessons, there may be no knowledge and skills related to the minimum.

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

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

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

3rd step. Only at the third stage of preparation for the lesson, the teacher begins to select and include in the lesson summary that knowledge from the maximum that will interest schoolchildren. In the 3rd-4th grade, you can pre-discuss with the guys what they want to learn about. This material is the reserve that the teacher can sacrifice when there is a shortage of time.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

V. Personal, meta-subject and subject results of mastering the subject

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

1st class

personal results studying the course "The world around us" in the 1st grade is the formation of the following skills:

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

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

Metasubject outcomes studying the course "The world around us" in the 1st grade is the formation of the following universal learning activities (UUD).

Regulatory UUD:

• Define and formulate the purpose of the activity in the lesson with the help of the teacher.
• pronounce sequence of actions in the lesson.
• To study express own assumption (version) based on work with the illustration of the textbook.
• To study work according to the teacher's plan.

• To study differ a correctly completed task from an incorrect one.
• To learn together with the teacher and other students to give emotional evaluation class activities in the classroom.

Cognitive UUD:

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

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

Communicative UUD:

• formalize his thought in oral and written speech (at the level of a sentence or a short text).
• Listen and understand the speech of others.
• expressively read and retell text.

The means of forming these actions is the technology of problematic dialogue (inciting and leading dialogue).

Substantive results studying the course "The world around us" in the 1st grade is the formation of the following skills.

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

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

2nd grade

personal results studying the course "The world around us" in the 2nd grade is the formation of the following skills:

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

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

Regulatory UUD:

• Define the purpose of the activity in the lesson with the help of the teacher and independently.
• Learn with the teacher to discover and formulate a learning problem together with the teacher (for this, a number of lessons are specially provided in the textbook).
• To study to plan learning activities on the lesson.
• speak out his version, try to offer a way to check it (based on productive tasks in the textbook).
• Working according to the proposed plan, use necessary means (textbook, simple instruments and instruments).

The technology of problematic dialogue at the stage of studying new material serves as a means of forming these actions.

• Define success in completing their task in a dialogue with the teacher.

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

Cognitive UUD:

• Navigate your system of knowledge: understand that additional information (knowledge) is needed to solve the learning problem in one step.
• Make preliminary selection sources of information for solving a learning problem.
• Get new knowledge: find the necessary information both in the textbook and in the dictionaries and encyclopedias proposed by the teacher (in the 2nd grade textbook, a special “encyclopedia inside the textbook” is provided for this).
• Extract new knowledge: extract information presented in different forms (text, table, diagram, illustration, etc.).
• Process the received information: observe and draw your own conclusions.

Communicative UUD:

• Communicate your position to others: formalize his thought in oral and written speech (at the level of one sentence or a small text).
• Listen and understand the speech of others.
• expressively read and retell text.
• join in conversation in the classroom and in life.

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

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

The means of forming these actions is work in small groups (in the methodological recommendations such an option for conducting lessons is given).

Substantive results studying the course "The world around us" in the 2nd grade is the formation of the following skills.

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

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

The 2nd line of development is to be able to determine your attitude to the world:

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

3rd-4th grades

personal results studying the course "The world around us" in the 3rd-4th grade is the formation of the following skills:

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

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

Metasubject outcomes studying the course "The world around us" in the 3rd grade is the formation of the following universal learning activities:

Regulatory UUD:

• Independently formulate the objectives of the lesson after a preliminary discussion.
• Together with the teacher, discover and formulate a learning problem.
• Make a plan for solving the problem (task) together with the teacher.
• Working according to the plan, compare your actions with the goal and, if necessary, correct mistakes with the help of a teacher.

The technology of problematic dialogue at the stage of studying new material serves as a means of forming these actions.

• In dialogue with the teacher, develop evaluation criteria and determine the degree of success in the performance of one's work and the work of everyone, based on the existing criteria.

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

Cognitive UUD:

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

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

Communicative UUD:

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

The technology of problematic dialogue (inciting and leading dialogue) serves as a means of forming these actions.

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

The technology of productive reading serves as a means of forming these actions.

• Negotiate with people: performing various roles in a group, cooperate in a joint solution of a problem (task).
• Learn to respect the position of another, try to negotiate.

The means of forming these actions is the work in small groups.

Substantive results studying the course "The world around us" in the 3rd grade is the formation of the following skills.

Part 1. The inhabitants of the Earth

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

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

The 2nd line of development is to be able to determine your attitude to the world:

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

Part 2. My Fatherland

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

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

The 2nd line of development is to be able to determine your attitude to the world:

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

Substantive results studying the course "The world around us" in the 4th grade is the formation of the following skills.

Part 1. Man and nature

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

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

The 2nd line of development is to be able to determine your attitude to the world:

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

Part 2. Man and mankind

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

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

The 2nd line of development is to be able to determine your attitude to the world:

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

1st class. "Me and the world around" (66 hours)

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

Benefits of sharing knowledge between people. The transfer and accumulation of life experience is the basis of people's well-being. Source of life experience: own experience, knowledge of other people, books.

The concepts of “right”, “left”, “middle”, “behind”, “before”, “front”, “behind”, “forward”, “backward”, “left”, “right”, “above”, “ below", "up", "down". "Earlier" and "Later".

How do we know what is in front of us (4 hours) Objects and their signs. Signs are common with other objects and peculiar. Distinguishing objects by signs. Comparison of the features of this subject with others. The properties of objects, their parts and actions with them allow you to distinguish between objects. Item combinations. Signs of combinations: objects as signs; objects with certain properties.

How do you know the world (4 hours) Human sense organs. The eyes are the organ of sight, the ears are the organ of hearing, the nose is the organ of smell, the tongue is the organ of taste, and the skin is the organ of touch. Memory is the repository of experience. Mind. Help parents and teachers to children in recognizing the world. The book stores the knowledge and experience of people. Encyclopedia.

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

Rules for safe behavior in the house. Dangerous and poisonous substances. How to behave in the kitchen, in the bath. Rules for the use of electrical appliances. Fire safety rules. Caution in dealing with strangers and strangers.

Friend and friends. Communication as the interaction of people, the exchange of thoughts, knowledge, feelings, the impact on each other. The importance of communication in human life. Ability to communicate. The role of polite words in communication. Smile and its role. Expression of greeting and farewell, gratitude, request, apology, refusal, disagreement. How to listen to the interlocutor. Miracles of communication (listening, speaking, music, drawings, dancing, etc.). Types of communication in humans and animals, their similarities.

What surrounds us (10 hours) City and its features. Residential area: houses, streets, parks. Urban transport. Mutual assistance of people of different professions is the basis of the life of the city. Travel around the city: residential areas, plants and factories, business and scientific center of the city, recreation area. The village, its features. The life of people in villages and villages. Growing plants in gardens, orchards and fields, breeding pets. Rules for safe behavior on the street. Traffic lights. Road signs.

The relationship of people of different professions in the process of bread production. Fairy-tale hero Kolobok and his journey. The economy of man. The role of natural resources. Extraction from underground storerooms. Making things in factories and factories. Agricultural plants and animals, their help to man. Agriculture: plant growing and animal husbandry. Service sector. Transport.

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

Excursion"Safe Road to School"

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

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

Cultivated plants and domestic animals are our friends. Human care for them. Dogs are man's helpers. Origin and breed of dogs. Indoor plants are aliens from different countries. Plant care (regular watering, light). Rural house and its inhabitants - animals, their use by man. Caring for pets. cultivated plants. Garden, garden and field plants are the breadwinners of man. Fruits and vegetables. Edible parts of plants.

Man, like an animal: breathes, eats and gives birth to cubs. The resemblance of man to animals. Understanding the functions of various parts of the human body. Man is a rational being. Making things. The behavior of a rational being. Caring for nature.

Ecology is the science of how to live in peace with nature without violating its laws. Rules of conduct in nature. Assignments to students for ingenuity: what can and cannot be done in nature. Respect for the environment.

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

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

Winter. Winter signs. Weather in winter. Snow, snowflake, icicle, frost patterns. Animals and plants in winter. Help animals.

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

Summer. Signs of summer: long day, short night, bright sun, thunderstorm (thunder, lightning). Folk omens. All living things bring offspring, the ripening of fruits. Mushrooms. Water travel. Thunderstorm Rules. Nests and dens of animals.

Excursion to the park "Autumn Nature".

Excursion to the park "Winter nature".

Excursion to the park "Spring nature".

Hours at the discretion of the teacher - 4 hours.

2nd grade. "Our Planet Earth" (68 hours)

Introduction (4 hours) General words - concepts. Living and non-living nature. Things. Substance. Solids, liquids and gases, their properties. Air is a mixture of gases. Water is a liquid. Ice is a solid. Change of states of substances.

Earth and sun (16 h) Determination of the time of the day and year by the Sun and the Moon. Determination of directions by the Sun and the North Star. The main sides of the horizon: east - the direction of the sunrise, west - the direction of the sunset, north - the direction of the North Star, south - the direction of the Sun at noon. Compass and its use. Practical work with a compass. Change of phases of the moon. Sundial making.

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

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

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

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

The change of night and day. The main source of light on Earth is the Sun. The rotation of the Earth around its axis is the reason for the change of day and night. Proportionality of the rhythm of human life to days. Daily regime. Practical work with the globe.

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

Cold, temperate and hot zones of illumination and their location on the Earth and relative to the sun's rays. Polar circle, tropic. Cold zone - long winter and short summer, temperate zone - alternation of winter and summer, hot zone - "eternal summer".

The atmosphere is the air layer of the Earth. Weather and its signs. Temperature, its measurement. Thermometer. Practical work with a thermometer. Cloudy. Precipitation: rain, snow, hail. Wind and the reason for its formation. Climate is the regular pattern of weather throughout the year. Weather diary. Signs of good and bad weather.

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

A globe is a miniature model of the Earth. Hemispheric map.

Symbols for the map and the globe. Height and depth on earth map and globe. Practical work with the map.

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

Forms earth's surface(7 h) Rivers are a constant flow of water from precipitation that falls on the surface of the land. Source, channel, mouth (delta). Left and right coast. Drainage basin. The water cycle in nature. Why does the river never run out of water? Why is there so much water in the river? Why do rivers flow not only when it rains? How do rivers and streams change the earth's surface? River valley. The most important rivers of the world and their location on the map. Mountain and lowland rivers. Lakes are natural water bodies standing water. Flowing and endorheic lakes. Large lakes. The deepest lake is Baikal. The Caspian Sea is the largest lake.

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

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

Excursion"Forms of the earth's surface" (held in the spring).

The earth is ours common Home(11 h) Habitat for living organisms. Food connections. Ecosystem - living organisms living together and the piece of land on which they live. Plants are the "breadwinners". Animals are "eaters". Mushrooms, microbes, earthworms - "scavengers". Eaters and scavengers provide nutrients to plants. The relationship of all living things in an ecosystem. their mutual adaptation. Circulation of matter.

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

Natural zones of the cold zone. Ice deserts and their inhabitants. Tundra. Harsh climate: long polar night and short summer day. Eternal Frost. Landscape of the tundra. Animal and plant world. Location of the tundra on the globe. Red Book.

Temperate zone. Forests. Change of seasons. Evergreen coniferous and deciduous trees. Leaf fall and its role in the seasonal climate. Animal and plant world. Location of forests on the globe. How forests replace each other.

Steppe. Dry climate of the steppes. Outdoor landscape. Animal and plant world. Location on the globe. Desert. Hot dry climate. Desert landscape. Animal and plant world. Adaptation of living organisms to the arid climate of deserts. Location of deserts on the globe.

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

The mountains. Cooling with the ascent to the mountains: the sun does not heat the air, but the earth. Elementary ideas about altitudinal zonation. Mountain plants and animals. Natural disasters in the mountains.

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

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

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

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

Africa. Natural conditions of Africa: hot climate. Peoples of Africa: Negroes and Arabs. African countries: Egypt. Sahara Desert. natural areas of Africa. Objects around us and their homeland. African animals. How to protect yourself from the sun.

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

Australia. Climate and natural areas of Australia. Australia is the birthplace of kangaroos and other animals with a bag. Antarctica is the coldest continent on Earth. The lowest temperatures. Glaciers. Life in Antarctica exists only along the edge of the coast. Exploration of the South Pole. The largest water cycle Why is Antarctica colder than the Arctic?

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

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

Hours at the discretion of the teacher - 5 hours.

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

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

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

The shell of the planet covered with life (5 hours) Air, water and stone shells of the Earth. distribution of living organisms. The living shell of the Earth is the biosphere. Life is distributed in the area of ​​mutual penetration of the atmosphere, hydrosphere and lithosphere.

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

Participants in the circulation of substances. Plants - producers, their role in providing food and oxygen. Animals - consumers, their role in limiting the number of plants. Fungi and bacteria are decomposers, their role is to convert dead organisms into mineral nutrients for plants.

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

The role of the sun as a source of energy. Storage of solar energy by living organisms.

Ecological system (9 hours) A large cycle in the biosphere connects all ecosystems. An ecosystem is a unity of animate and inanimate nature, in which a community of living organisms of different "professions" is able to jointly maintain the circulation of substances. Community. Living and non-living components of an ecosystem. Food chains. Soil is the unity of living and non-living. Soil fertility. How is soil formed?

lake ecosystem. Small unicellular and large algae. Daphnia and cyclops are a favorite food for aquarium fish. Lake and river fish. Bacteria and their role in waste processing. Gradual overgrowth of the lake.

The swamp is an overgrown lake. Wet plants. Sphagnum and its role in the absorption of excess water. Swamp berries and their consumers. Swamp animals. Not completely closed circulation of swamps. Peat and the accumulation of dead organic matter. Gradual self-draining of the swamp.

Meadow ecosystem. Meadow plants: cereals and herbs. Dernovina and its role in the preservation and creation of relief. Meadow animals. earthworms and bacteria, their role in soil fertility. Overgrowing of the meadow with forest.

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

The role of water and wind in the destruction of mountains, washing away the soil. The role of life in the preservation of the living shell. Change of ecosystems and restoration of the closed circulation of substances. Life heals the wounds of the biosphere. Overgrowing of a bonfire, an abandoned field (deposit). How to help nature heal its wounds?

The field is an artificial ecological system. Cultivated plants planted in the fields. The dependence of the circulation of substances in the fields on human activities. Plowing fields. Field fertilizer. The inability of cultivated plants to protect - mass reproduction of weeds and pests. Animals of the fields. The present and future of weed and pest control.

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

Excursion "The inhabitants of the lake, meadows, forests."

Living participants in the cycle of substances (10 hours) Plants and their role on Earth. Stem, leaf, root - the main organs of flowering plants. A flower is a reproductive organ. Seed and its role. Fetus. Variety of plants: conifers, flowering plants, mosses, horsetails, club mosses, ferns, algae. Plants are made up of individual cells. Chlorophyll and its role.

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

The appearance of hard covers is a defense against predators. The outer skeleton of arthropods is the “armor” of a knight. Insects and their diversity. development of insects. Crayfish, spiders and their features.

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

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

Mushrooms are wood destroyers. Mycelium. Yeasts and their role in bread making. Edible and poisonous, spongy and agaric mushrooms. Commonwealth of mushroom and tree. Lichens.

Bacteria are universal destroyers of substances. Bacteria are the simplest, oldest and smallest living beings. Difficulty observing bacteria. Bacterial traces are visible everywhere. Bacteria are the main participants in all cycles.

People use the cycle for their needs. Destruction of the cycle of substances and a threat to human well-being. Nature does not have time to restore reserves. Nature does not have time to process garbage. Examples of ecological disturbances in the biosphere. Living in harmony with nature is the only strategy for mankind. Reserves and national parks.

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

Repetition of the material covered - 4 hours.

Hours at the choice of the teacher - 2.

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

Your relatives and your Motherland in the stream of time (4 hours) Pedigree of a person. generations of ancestors. Pedigree tree. Surname, name and patronymic - the connection of times.

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

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

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

Times of Ancient Russia. IX – XIII centuries (5 hours) Ancient inhabitants of Russian expanses. The life of the Slavic tribes.

Creation of the Old Russian state. Kyiv is the capital of the great princes of Ancient Russia. Adoption of Christianity under Prince Vladimir Svyatoslavich.

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

Defense of the Russian land. The raids of the steppe nomads. Bogatyr outposts. Fragmentation of Russian lands. Fight with European knights. "Battle on the Ice". Alexander Nevskiy.

The ruin and death of Ancient Russia. Mongol invasion. State of the Golden Horde. Primary ideas about the Islamic religion. Russian lands under the rule of the Golden Horde.

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

Great Sovereign Ivan III. The State Emblem of Russia is a double-headed eagle. Muscovy is the heir of Ancient Russia. Land and people of the Moscow state. Occupations and life of rural residents - peasants. Boyars and nobles. Cities of the Moscow state. The capital of the state is Moscow.

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

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

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

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

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

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

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

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

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

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

Modern Russia (8 hours) Transformation of the USSR into the CIS. The largest state of the CIS is Russia. Modern Russia is the successor of Ancient Russia, Muscovy, the Russian Empire and the Soviet Union. Recovery state symbols. The concept of citizenship. The constitution is the fundamental law of the state. Rights and obligations of citizens.

What is democracy? Ideas about the electoral system.

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

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

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

The property of Russian culture is libraries, museums, theaters. Our most important task is to preserve and increase the cultural wealth of Russia. State holidays of modern Russia (the origin and traditions of the celebration).

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

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

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

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

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

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

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

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

Blood and its transport function within the body. Carrying nutrients and oxygen to all cells of the body. Blood and its red color. Why does not all the blood flow out of a person when he is injured? Fearless defenders in human blood.

The brain is a control organ. Nervous system: brain and nerves. The function of the nervous system is the rapid and accurate transmission of control signals from the brain to the organs and informative information about the state of the organs to the brain. Head and spinal cord. Nerves are the "wires" of the nervous system. Control of breathing, heartbeat, digestion of food. The hemispheres are the most important part of the human brain. Our feelings. Thinking. Endocrine glands and the production of hormones carried by the blood throughout the body. Hormone of fear and danger and its action.

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

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

Injuries. Microbes are pathogens. Bacteria and viruses. What causes influenza and how is it transmitted? What is a cold? Why do measles, chickenpox and scarlet fever get sick once? Body protection. High temperature, its causes. Blood cells are microbial eaters. Vaccinations and their role in saving us from diseases. Medicine conquers terrible ailments. Diseases of modern society. Physical education is a necessary element of the culture of a civilized person.

The origin of man (2 hours) Ancestors of man - great apes and their features. Well developed hand, vision and complex brain. Bipedal locomotion, vertical posture of the body, release of the hands from the functions of locomotion, and a high-set head. Long period of childhood and learning. The basis of the survival of our ancestors is the prediction of the behavior of enemies and food objects in space and time and collective action. Man and his mind. Speech.

Primitive herd as a prototype of human society. Monkey people are the oldest people on our planet. Manufacturing of tools. The storage of tools and the manufacture of them for future use is the main prerequisite for the progress of technology. Use of fire and making fire. Collective hunting for large animals. Division of labor. Long-term education of children and their late maturation. Family origin. The emergence of a reasonable person.

Man-made nature (10 hours) Domestication and breeding of domestic animals, cultivation of cultivated plants. Breeds and varieties. artificial selection. Livestock and crop production, their role in the human economy. Plowing, crop rotation, fertilization, watering, the use of greenhouses and pesticides can increase the yield.

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

Water, its properties (takes the form of a vessel, buoyancy, fluidity, incompressibility, ability to dissolve). Changes in the properties of water during heating and cooling. Communicating vessels - plumbing device. Filtration. The device of the simplest steam engine, hydraulic press and jack.

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

Rocks and minerals, their use by man. Properties of rocks and minerals (permanent shape, strength, hardness). Production of bricks, cement, concrete, glass. Precious and ornamental stones.

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

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

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

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

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

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

Repetition of the material covered - 5 hours.

Teacher's Choice Hours - 3 hours

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

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

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

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

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

Man and Society (4 hours) Society as a relationship of people. Conflict. Causes and types of conflicts. Conflict resolution methods.

Rules of behavior of people in society. Conscience. Morality and law.

Circles of communication and social groups. Humanity is the largest social group.

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

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

The primitive world (1 million years - 5 thousand years ago) - the time of the appearance of man and his settlement on the planet. Ancient world (3 thousand BC - V century new era) - the time of the emergence of the first civilizations - societies of a new type. The Middle Ages (V-XV centuries) - the time of the change of some civilizations by others and the spread of the area of ​​civilizations around the planet. Modern times (XV-XIX centuries) - the era of the rapid development of European civilization, drastic changes in people's lives. The newest time (XX century) is the era of severe trials for mankind and the creation of the foundations of the world human (universal) civilization.

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

A single humanity consists of citizens of different states. The diversity of the states of the planet. Monarchies and republics. Democratic and non-democratic states. Human rights for participation in government, freedom of speech.

A single humanity consists of believers, adherents of different religions and atheists. Faith (the idea of ​​gods) and atheism (non-belief in God). The human right to freedom of conscience (choose any religion or be an atheist).

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

Man and United Humanity (4 hours) The image of the "world economy", uniting all of humanity. Labor activity of a person. property, income, wage. Exchange and money. The relationship of states and peoples of the planet in the field of production and trade.

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

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

Generalizing repetition - 2 hours.

The path of mankind in the XXI century. The future depends on each of us!

Hours at the choice of the teacher - 4 hours.

VII. Thematic planning and main activities of students

VIII. Logistics of the educational process

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

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

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

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

Another visual aid is equipment for multimedia demonstrations (a computer, media projector, DVD projector, video recorder etc.) and means of fixing the surrounding world (photo and video camera). It is thanks to the Internet and a single collection of digital educational resources(for example, http://school-collection.edu.ru/) allows you to provide a visual image to the vast majority of the topics of the course "The World Around".

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

Along with the principle of visibility in the study of the course "The world around us" in elementary school, the principle of objectivity plays an important role, according to which students perform various actions with the objects being studied. In the course of such activities, practical skills are formed in schoolchildren, and conscious assimilation of the studied material is ensured.

The course "The World Around" provides for a significant number of laboratory and practical work modeling the phenomena of the natural and social world. Proceeding from this, the second important requirement for the equipment of the educational process in elementary school when studying the world around us is that among the teaching aids must be presented cutlery, utensils, tools for practical work, as well as a variety of handouts.

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

In the course of studying the course "The world around us", younger students at an accessible level master methods of understanding nature and society, including observation, measurement, experiment. To do this, the educational process must be equipped with the necessary measuring instruments: scales, thermometers, centimeter rulers, beakers.

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

IX. OBZh in the course "The world around"

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

Air and water, continents and oceans, the deep bowels of the Earth and the oxygenated atmosphere of the blue sky, the diversity of the natural landscape and the amazing corners of the world.

All this is our common home - planet Earth!
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Planets and stars

In the infinite expansion of space, at a distance of many light years, there are galaxies, stars and objects of the mysterious world of the Universe.

The amazing world of the Universe, distant stars and our neighbors - the planets of the solar system.
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Natural resources

Our planet contains a huge amount of natural resources, these are water, land and forest resources, minerals, solar and wind energy. The correct, not wasteful use of natural resources, together with a careful attitude to the environment, favors human life and, in general, allows human society to develop.
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Gifts and riches lie deep in the bowels of the Earth, thanks to which we can receive heat and energy, Construction Materials and mixtures, precious stones and semi-precious raw materials. Minerals lie in the earth's crust and are formed from lava-magma, sedimentary rocks and natural minerals, formed over the long history of the Earth's formation processes. After development and extraction, minerals can be effectively used for commercial and industrial purposes.
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The industrial sector of the economy of each state is the most important factor in the development of relations in foreign economic and political relations on the world stage, and a developed agricultural sector becomes the key to well-being in the food needs of the population.
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Industry and energy sectors:

Branches of agriculture:

Industry and Agriculture Russia and countries of the world:

The peoples of the continents and countries of the world

There are more than 5 thousand peoples on Earth, many of which have their own language, although they can borrow the language of other countries for communication, nevertheless, each of the peoples has its own culture, its own folk costume, craft and traditions and customs passing from generation to generation.
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Peoples of the continents of the world:

Peoples of the countries of the world:

Ecology, nature and society

Man and nature are inextricably linked with each other. Creating a society, developing technical means to improve living conditions in the environment, a person interacts with the surrounding world of nature, uses the energy and forces of nature, uses natural resources and reserves. Human understanding and respect for the values ​​of nature allows society to live in harmony with the nature of the surrounding world.
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