The theme of the lesson is "The Great Cycle of Life". outline of a lesson on the world around (Grade 3) on the topic. The cycles of life and death In what case can the cycle of life be broken
Lesson 29 THE GREAT CYCLE OF LIFE
24.11.2014 2153 0Goals:to acquaint students with the cycle of life on Earth and the main links of this cycle; show the movement of energy in the circulation of substances in nature.
Equipment: illustrations depicting the cycle of substances in an ecosystem.
During the classes
I. Introduction to the topic of the lesson.
- Guess the cross word, read the key word, and you will know what we will talk about in the lesson.
1. The first link in the food chain. ( Plants.)
2. The second link in the food chain. ( Animals.)
3. Without these animals it would be crowded. ( Predators.)
4. It is necessary for all living organisms, and plants purify it. ( Air.)
5. What does a plant need to produce oxygen from carbon dioxide and water? ( Sun.)
6. They drink me, they pour me.
Everyone needs me, who am I? ( Water.)
7. What is formed from humus under the action of microbes? ( salt.)
8. Fertile layer of the earth. ( The soil.)
9. Not plants or animals. ( Mushrooms.)
10. Under their influence, humus is obtained. ( bacteria.)
- Read the keyword. ( Circulation.)
B e c e d a.
Today we will get acquainted with the great cycle of life.
What cycle are we already familiar with? Why does the river never run out of water?
- Why do you think the order in the house: because no one violates it or because it is maintained all the time?
How is order maintained in nature? We will find out in today's lesson.
II. Learning new material.
Narrator with elements of conversation. The circle of life.
Life on Earth exists because life exists on Earth. If there were no living creatures on Earth, the planet would have been destined for a poisonous steam room, like on Venus, or a cooled desert body, like on Mars. New and new generations of organisms replaced each other. They used what their predecessors created and, in turn, transformed the Earth for their descendants.
- Remember what the wise lion Mufasa said to his son Simba when they examined the savannah.
Students act out an excerpt from The Lion King.
Lion King.Everything you see around you is in a very delicate balance. We must respect all living creatures - from crawling ants to rushing antelopes.
Simba.But we eat antelope!
Lion King.Right. But let me explain. When we die, our bodies turn into grass. And the antelopes then eat it. Thus, we are all part of the great cycle of life!
On the board with the scheme "The cycle of life":
- The basis of the cycle is three groups of organisms:
1) producing organisms;
2) consumer organisms;
3) organisms-destroyers.
Producer organisms environmental scientists call plants, because only plants are able to use the energy of the sun, create, produce nutrients.
consumer organisms are animals, as they consume substances produced by plants.
Destroyer organisms are bacteria and fungi. They destroy the remains of dead animals and plants. The remains rot due to them, and then the humus decomposes and salts are formed.
Soil plays an important role in the cycle of life.
When plants and animals die, their remains enter the soil and, under the influence of destructive organisms, turn into humus. From the humus, salts are again formed. They are used by other plants, and animals feed on plants.
So "substances" travel in a circle, and this circle will break if the soil disappears.
III. Consolidation.
- Read the text on p. 124–125.
- Look at the picture.
Conversation about other things.
- Name the main links of the cycle of life.
IV. Summary of the lesson.
“Imagine that one of the links in the cycle of life has disappeared on Earth. Describe what will happen.
Homework: read the text (pp. 124–126); complete task 2 (p. 126).
During the classes:
Organizing time.
Hello! I'm glad to see you at today's lesson.
Greet your guests.
Sit down.
Repetition of what has been learned.
Remember what nature is like? (living, non-living)
What is inanimate nature? (water, air, sun…)
What about wildlife? (animals, plants, fungi, microbes…)
List the signs of life. (nutrition, movement, breathing, growth, development, death)
To what kind of nature: living or inanimate, we will attribute the soil?
Can you tell me what is in this diagram? (water cycle in nature)
Explain, using a diagram, how water travels in nature?
Setting the goal of the lesson.
Before we go through the unexplored pages of the textbook, I want you to watch an excerpt from the cartoon "The Lion King".
(viewing a cartoon)
What did the lion Mufasa say to his son Simba when they were exploring the savannah? (about the cycle of life)
The Lion King was absolutely right The cycle of life really exists and every living organism is a part of it. And in today's lesson we will talk about this great cycle of life.
Guys, the basis of the cycle is made up of three groups of organisms:
- Organisms are producers
- Organisms are consumers
- Organisms are destroyers.
Having guessed the riddles, we will find out which organisms ecologists call producers, consumers, destroyers.
Cheerful in the spring
It's cold in summer
Dies in autumn
Comes alive in spring. (forest).
Scientists-ecologists call plants producers as organisms, since only plants, using the energy of the SUN, are able to create, produce nutrients (sugar, starch) from carbon dioxide, water and inorganic compounds (salts).
The owner of the forest
Waking up in the spring
And in winter, under a blizzard howl
Sleeping in a snow hut. (bear).Jumping across the field -
hides ears,
Stands up like a pillar
Ears up. (bunny).
Tell me, how can you call a bear and a hare in one word? (animals)
Animals are consumer organisms because they consume substances produced by plants.
Do all animals eat plants? (No)
What groups can we divide animals into? (herbivores and carnivores)
He was hidden deep
One, two, three and out
And he is in plain sight.
White, I'll find you! (boletus)
Standing in the meadow
Tatyanka in a red dress:
All in white dots. (fly agaric).
What are we guessing now? (about mushrooms)
Fungi and bacteria are destructive organisms. They destroy the remains of dead animals and plants. Thanks to them, these residues rot, and then the humus decomposes, and the salts necessary for the plants are formed.
Fizminutka.
The cycle of life is a continuation of the lecture.
As you can see, representatives of different kingdoms of wildlife play different roles in the cycle of life. And each of these links is necessary!
Soil plays an important role in the cycle of life.
You remember that the main part of the soil is humus. Salts are formed from it under the action of bacteria. They are used by plants for growth and development. Animals eat plants.
When plants and animals die, their remains enter the soil and, under the influence of destructive organisms, turn into humus. And then salts form again from the humus. They are used by other plants, and other animals feed on plants.
This is how substances “travel” in nature in a circle. And this circle will break if the soil disappears.
Work in a notebook. Art. 56 No. 1,2.
Summary of the lesson.
What groups of organisms make up the main links of the cycle of life?
Why are plants called producer organisms?
What organisms are called consumers?
What organisms are called destroyers by ecologists? Why?
Imagine that one of the links in the cycle of life has disappeared on earth. Describe what will happen if they disappear:
- Plants;
- Animals;
- Fungi, bacteria;
- The soil.
Textbook Art. 126 read conclusion.
Homework.
Textbook Art. 126 task number 2,
"Check Yourself" Art. 126.
summary of other presentations"Organs of human excretion" - Organs of excretion. Dump. Kidneys. skin functions. Purification organs. Job. Left kidney. Mystery. I get up early in the morning. Health status. Cleansing organs of the body. Protection. The structure of the skin. skin properties.
Germs - Frequent hand washing. Water drop. Washing hands in accordance with certain rules. Public transport. Foods containing a lot of water. In the open air, germs are much less. Dirt. Harm. Cut your nails short. Your stomach hurts badly. Smaller than mosquitoes and midges. The smallest living things. Friends and enemies of man. The game. Foaming kvass. Microbes. For scratches and cuts, lubricate the wound with a disinfectant.
"Long plants" - Diamantous algae. Seychelles palm. Macrocystis pear-shaped. Nepenthes lianiform. Plants that make up phytoplankton. Bamboo. Saguaro. The largest carnivorous plant 10 m. Brown cyathea. The largest seed is 20 kg. PLANTS: tallest, largest, longest. The highest cactus is 18 m. Raffia palm. Alocasia large root. The largest fern is 20 m. The tallest grass is 25 m. It grows by 1 m per day.
"Human Health" - Do not start bad habits. Healthy food. Health. Combine work and rest. Continue saying. Try to make your own menu for one day. Sleep at least 8 hours a day. Ancient people. Crossword. Exercises. If you want to be healthy. Move more. Eat right. We and our health. Characteristics of a healthy and sick person. Cleanliness is the key to health. Health is the harmony of soul and body.
"Our security" - Transfer of poisonous agents. Our safety. Dangerous invisible. Stay safe and sound. Every day. The world. I will be careful and vigilant. Fire. Fire protection. A pedestrian. Apartment door. Passenger. Rules for the use of electrical appliances. Danger is all around us. Dangerous places. Road signs. The flow of passers-by. Cyclist. About lightning. "Magic" potions. Sisters. Environmental Safety.
"Main minerals" - How minerals are mined. Remains of plants and animals. A lesson in the environment. Coal. Why do people need minerals? Clay. Deposits of minerals. Iron ore. Limestone. Oil. Minerals. Granite. Oil derrick. Sand. Peat.
Lesson 24 circulation. Developing: to promote the development of thinking and speech; the formation of skills to single out the logical parts of the material being studied, to establish causal relationships, to compare and generalize. Educational: to promote the education of respect for nature; to promote the formation of environmental consciousness of students on the example of environmental problems. O p u r d o v a n i e: “Circle of Life” scheme; cards "Organisms" Organisms "destroyers", "Organisms consumers", producers", "Plants", "Animals", "Bacteria, fungi". Lesson Scenario I. Checking homework. Collective conversation: - Can mushrooms be attributed to the plant world? Why? - Can mushrooms be attributed to the animal world? Why? Are all mushrooms edible? What is mushroom picking often called? - What rules should be observed when picking mushrooms? Quiz Test Yourself. II. Updating of basic knowledge. - What is nature like? (Nature can be living and non-living.) - What applies to inanimate nature? (Water, air, the Sun, clouds, mountains refer to inanimate nature.) - What refers to wildlife? (Animals, plants, bacteria, fungi, microbes.) - What are the signs of life. (Nutrition, respiration, movement, growth, development, death.) - What is the importance of air and water for plants and animals? (Air is necessary for breathing, water for nutrition and growth.) - Can animals live without plants, and plants without animals? Why? (Plants serve as food for animals, and animals are participants in plant reproduction.)
How is soil formed? (Hard rocks are constantly destroyed under the influence of water, wind and plants. A loose layer of small pebbles, sand, clay is obtained. There are almost no nutrients in it, but still some unpretentious plants settle here. Humus is formed from their remains under the action of bacteria. Now other plants can also settle here, which give even more humus.So gradually, stones, sand and clay turn into soil under the influence of living beings.) - What is the main property of the soil. (Fertility.) III. Presentation of the topic and objectives of the lesson. Answer the questions and read the topic of the lesson. 1. Under the influence of these living beings, humus turns into salts. 2. What does botany study? 3. What happens to humus under the action of bacteria and fungi when humus turns into salts? 4. What makes soil dark? 5. What do plants need to grow? 6. Living beings studied by zoologists. 7. What do the roots of plants absorb together with water from the soil? 8. An organism that has a hat and a leg. 9. The top layer of the earth. 10. The main condition for plant nutrition. Do you know the word "circle"? (We studied the topic "The water cycle in nature.") IV. Learning new material. 1. The main links of the cycle of life. Teacher's story. So, the theme of the lesson is the cycle of life. In nature, there are many living creatures that need to be treated with care. Why do you think it is necessary to protect all the living things that are around us? Every living organism is a part of nature. If there were no living creatures in nature, the planet would have been destined for a poisonous steam room, like on Venus, or a cooled desert body, like on Mars. New and new generations of organisms replaced each other. They used what their predecessors created, and in turn transformed the Earth for their descendants. The cycle of life really exists, and every living organism is a part of it. The main links of this cycle are three groups of organisms:
1. Producing organisms. 2. Consumer organisms. 3. Destructive organisms. Producing organisms. Ecologists call them plants. Only plants are able to use the energy of the Sun, produce organic substances from inorganic matter - nutrients (sugar and starch) from carbon dioxide and water, salts. Plants take in carbon dioxide from the air and release oxygen. It turns out the cycle between plants and air. The plant takes mineral salts and water from the soil. When a plant dies, a fertile layer of soil is formed from its remains - humus. A cycle is formed. (Remind that the leaves of plants are “cooks” who “cook” food, sugar and starch from water and carbon dioxide. This wonderful “kitchen” works only in the light). Consumer organisms. These are animals, as they consume substances produced by plants. The animal breathes air, drinks water, eats plants. After it dies, other animals feed on its remains and fertilize the soil. It turns out the next cycle. Destructive organisms. These are bacteria and fungi. Bacteria and fungi destroy the remains of dead plants and animals. Thanks to them, these residues rot, and then the humus decomposes and the salts necessary for the plants are formed. 2. The role of different kingdoms of wildlife in the cycle of life. Students' stories. - Different kingdoms of wildlife participate in this cycle, each of them plays a different role. And each of the links is necessary. Plants are producer organisms. 1. The existence of the animal world, including man, would be impossible without plants, which determines their special role in the life of our planet. 2. Of all organisms, only plants are able to use the energy of the Sun, they create nutrients (sugar, starch) from carbon dioxide, water and mineral salts. Plants take carbon dioxide out of the atmosphere and release oxygen. It was the activity of plants that created an atmosphere suitable for breathing. 3. Vegetation serves as food for herbivores. 4. Plants are the main link in the complex chain of all organisms, including humans. 5. With the direct participation of plants, soil arose and is being formed.
Animals are consumer organisms. 1. Animals in nature are of great importance, play a big role, like plants. Most plants are pollinated exclusively by animals, they play a large role in the dispersal of plant seeds. 2. It should be added that animals, like plants, participate in the formation of the soil. Many insects, including ants, worms, and many other small insects, give the soil many useful substances, while crushing it, and thereby contribute to the formation of humus. Burrows that animals dig help plants and trees to enrich them with air and ventilate the soil. 3. Everyone knows that animals play an important role in human life. From animals, man has not only food, but also silk, wool, wax, leather and other raw materials. Bacteria and fungi are destructive organisms. 1. Bacteria and fungi destroy the remains of dead plants and animals. Thanks to them, these residues rot, and then the plants get the necessary mineral salts from the humus. Bacteria break down plant debris in order to obtain the nutrients necessary for life, and then return them to the soil for absorption by other plants. 2. Fungi and bacteria, as a result of the destruction of plant and animal residues, constantly enrich the soil with nutrients. Destroying various residues, fungi and bacteria serve as orderlies, cleansing forests from annual leaf fall. 3. The value of mushrooms is not limited to their use in food. In the food industry, mushrooms are used in the fermentation process. 4. Some types of mushrooms are used to produce antibiotics. 3. The role of soil in the cycle of life. The teacher's story with elements of conversation. Soil plays an important role in the cycle of life. Soil is the earth that provides plants with food and water. She is fertile. This is her main feature. It is a complex, gradually changing environment, where the synthesis and destruction of organic matter are continuously taking place. After dying, organic matter enters the soil, where, under the influence of microorganisms, it undergoes a deep transformation. Both in the distant past and at the present time, despite all the achievements of science and technology, a person receives from the soil almost
everything necessary to maintain its existence, with the exception of the resources of the sea. In nature, the soil occupies an intermediate position between the world of living organisms and inorganic nature; it is characterized by a metabolic process. Remember what makes up the main part of the soil. (Humus.) - What is formed under the action of humus? (Salts are formed.) - Who uses them? (They are used for growth and development.) - Who eats plants? (Plants feed on animals.) - What happens to plants and animals when they die? (Their remains enter the soil and, under the action of degrading organisms, turn into humus, and then salts form again from the humus, they are used by other plants, and other animals feed on plants.) Working with a textbook. – As you can see, representatives of different kingdoms of wildlife play different roles (they have their own “profession”) in the cycle of life. And each of these links is necessary. Find in the textbook (p. 118–119), read about consumer organisms, producers, destroyers. We have confirmed our assumptions. Consider the diagram (p. 119). Find that part of the scheme, without which there will be no cycle of life, plants, animals, bacteria and fungi. - Look at the chart on the board. What processes take place in the soil? (In the soil, the remains of dead plants and animals are destroyed. The remains rot, and then the humus decomposes and forms the salts necessary for the plants.) - Quite right. Salts are used by plants for growth and development. Animals eat plants. When plants and animals die, their remains enter the soil and, under the action of destructive organisms, turn into humus. And then salts form again from the humus. They are used by other plants, and other animals feed on plants. This is how substances “travel” in nature in a circle. And this circle will break if the soil disappears. When telling, the teacher points with a pointer to the diagram located on the blackboard: - So, all living organisms and the soil are participants in a single cycle of life on Earth.
Physical education for the eyes Eyes see everything around, I will circle them around, Eyes can see everything, Where is the window and where is the porch, I will circle again, I will look at the world around. V. Consolidation of the studied material. 1. Work in a notebook (p. 56). 2. Discussion of problematic situations. 1st situation. Imagine that the Earth has disappeared: a) plants; b) animals; c) fungi and bacteria; d) soil. If the plants disappear, then the animals will have nothing to eat. They will all die and turn into rot. Life will stop. If the animals disappear, there will be no one to eat the plants. Some plants will disappear altogether, because animals help them reproduce. There will be a lot of plants, but gradually their number will decrease. They will lack the salts contained in the soil. If fungi and bacteria disappear, then the plants will die due to lack of salts. And the animals will die because there will be no food. If the soil disappears, then the plants will have nowhere to grow. And bacteria and fungi have nowhere to live. Animals have nowhere to live and nothing to move around. - What can be done in s in o d? (All living organisms and the soil are participants in the great cycle of life.) 2nd situation. Imagine that some of the links in the cycle of life have disappeared on Earth. Describe what will happen. Animals emit carbon dioxide, which plants need in the same way as water, sun and salt from the soil. Carbon dioxide is the "blanket" of the Earth. If suddenly it disappears from the atmosphere, it will primarily affect the climate. It will become colder on Earth, rains will fall rarely. In the end, this will lead to a global catastrophe and all life on Earth will die! Animals are involved in the pollination of many plants, in the distribution of seeds, soil formation, and in the purification of water bodies. Animals are of great importance to humans. One person eats, from the other receives raw materials. You can not disturb the cycle of life in nature. Plants produce oxygen, which is needed for respiration by both animals and humans, and the plants themselves too. If the Earth did not grow
plants, there would be no oxygen in the air at all. And if there is no oxygen, then animals and people will not be able to live on Earth! Let's give the simplest example "Butterfly and flower". The butterfly feeds on the nectar of the flower and thus sustains its life. A flower is pollinated by a butterfly, and the species to which this flower belongs continues to exist! Protecting plants, we take care of all living things. Mushrooms and bacteria decompose the remains of dead plants and animals, cleaning the surface of the planet from decaying remains. Without their destructive activity, all the remains of plants and animals would turn into a dead mass, the gas composition of the atmosphere would change, after which life would cease altogether. But it is also important that a significant danger in the disappearance of one of the links in the great cycle of life lies in human activity. - Due to the fault of people, many species of plants and animals have already disappeared or are on the verge of extinction. In recent years, from one to 10 species of animals disappear on Earth every day and one plant species per week. There are far fewer new ones. VI. Control and self-examination of knowledge. Students independently perform test work. Test - Choose the correct answer. 1. What are the three groups of organisms that make up the main links in the cycle of life? Find the "extra" group: a) destroyers; b) builders; c) manufacturers; d) consumers. 2. What organisms do environmental scientists call producers? a) plants; b) animals; c) mushrooms; d) bacteria. 3. What organisms do environmental scientists call consumers? a) plants; b) animals; c) fungi and bacteria. 4. What organisms do environmental scientists call destroyers? a) plants; b) animals; c) fungi and bacteria. 5. What role does soil play in the cycle of life? a) Water evaporates from it; b) animals move along it; c) it accumulates a supply of nutrients.
Answers: Aug. 1 2a. 3b. 4c. 5th century VII. Summary of the lesson. Reflection. What topic did we learn in class today? Will the knowledge gained in the lesson today be useful to us in life? Conclusion: all living organisms and soil are participants in a single cycle of life on our planet. - Express your opinion, based on the phrases: 1. "Today at the lesson I learned that ...". 2. "I did not know before that ...". 3. "It turns out ...". 4. “It became news to me that…”. Homework (at the choice of students): 1) write a mini-essay “If plants (animals) disappear from the Earth”; 2) to make a model demonstrating the cycle of life; 3) according to the scheme, tell about the cycle of life on Earth.
Topic: The Great Cycle of Life
Goals: To introduce students to the cycle of life on Earth and the main links of this cycle; show the movement of energy in the circulation of substances in nature; develop respect for nature.
Equipment: a multimedia projector, a disk with slides, cards for practical work.
During the classes:
Organizing time
Introduction to the topic of the lesson.
(Children are given crossword puzzles. The teacher reads the definition, the children fill out the crossword puzzle)
Mutual check and verification with the slide. (Slide #1)
The work is evaluated.
The first link in the food chain . (Plants)
The second link in the food chain. (Animals)
Without these animals it would be crowded. (Predators)
It is necessary for all living organisms, and plants purify it. (Air)
What does a plant need to produce nutrients from carbon dioxide and water? (Sun)
They drink me, they pour me. Everyone needs me, who am I? (Water)
What is formed from humus under the action of bacteria? (salts)
The top fertile layer of the earth? (The soil)
Not plants or animals ? (Mushrooms)
Under the influence of whom is humus obtained? (Bacteria)
Read the keyword. (circle)
In the explanatory dictionary of the Russian language, the word means "continuous movement."
What cycle are we already familiar with?
Briefly describe the water cycle in nature.
(Children talk about the water cycle in natureusing the picture on the slide)(Slide #2)
Why do you guys think there is order in the house? (Because no one breaks it and because it is supported all the time)
How is order maintained in nature? (Problem)
We will try to find the answer to this question today in the lesson.
The message of the topic of the lesson, goal setting.(Slide #3)
Record the topic of the lesson in a notebook.
Learning new material
"Life on Earth exists because life exists on Earth." If there were no living creatures on Earth, the planet would have been destined for a poisonous steam room, like on Venus (Slide No. 5), or a cooled desert body, like on Mars (Slide No. 6). New and new generations of organisms replaced each other. They used what their predecessors created, and in turn transformed the Earth for their descendants. (Slide No. 4)
Remember what the wise lion Mufasa said to his son Simba when they examined the savannah?
(Children act out an excerpt from the cartoon "The Lion King")
The Lion King : Everything you see around you is in a very delicate balance. We must respect all living creatures - from crawling ants to rushing antelopes.
Simba: But we eat antelope!
The Lion King : Right. But let me explain. When we die, our bodies turn into grass. And the antelopes then eat it. Thus, we are all part of the great cycle of life!
Work according to the scheme on the slide (Slide number 7) (Children's answers are supplemented by the teacher)
Scientists-ecologists have identified three groups of organisms as the basis of the cycle of life (children read): organisms-producers, organisms-consumers, organisms-destroyers.
How do you understand the word "producer"?
What kind of production are we talking about?
(Children talk about the production of nutrients by plants, the scheme on the slide is filled in parallel)
Producer organisms are plants, since only they are able to use the energy of the Sun, create, produce nutrients.
Who are these consumers?
Organisms consumers are animals, as they consume the substances that plants produce.
Who are the destroyers?
Destructive organisms are fungi and bacteria. They destroy the remains of dead animals and plants. The remains rot due to them, and then the humus decomposes, and salts are formed that are used by other plants.
As you can see, guys, representatives of different kingdoms of wildlife are involved in the cycle of life, and each has its own role. Each of these links is necessary.
And what else plays a huge role in the cycle? (The soil)
The main part of the soil is humus. Salts are formed from it under the action of bacteria. Plants use them. Animals eat plants. When animals die, the remains fall into the soil and, under the action of destructive organisms, turn into humus, and so on. this is how substances "travel" in nature in a circle. And this circle will break if the soil disappears.
Imagine that the soil is suddenly gone. The cycle of matter will be interrupted. Plants and animals will disappear. This means that people will not be able to live on Earth either. That is why the remarkable Russian scientist V.V. Dokuchaev said that soil is more precious than gold. People could live without gold, but not without soil.
Conclusion: all living beings and the soil are participants in a single cycle of life on Earth.
Anchoring
(Review of the diagram in pictures, the student's story according to the diagram)
Physical education minute
Practical work(Slide number 8)
Children are given pictures of representatives of different kingdoms. Divide them into three groups and draw up the cycle of life using some drawings.
Lesson summary
Homework(Slide number 9)
Come up with and draw your own scheme of the cycle of life on Earth