What applies to wildlife. How living beings differ from objects of inanimate nature: comparisons, similarities and differences. How to show the relationship between animate and inanimate nature? Why are humans classified as living beings? Distinguishing features of living and non-living

11.03.2020

The world around us is rich and varied. Forests, lakes, mountains, steppes, the sun, water, air - everything that a person did not create with his own hands, this is called nature .. Scientists from different countries of the world devoted their lives to its knowledge. As a result of study, research and experiments, sciences have been formed, each of which studies certain areas in nature. Let's take a closer look in the article.

The Greek word - "biology", is translated as the doctrine of life, i.e. about all living things that surrounds us. And nature surrounds us. All living things have the ability to be born and die. To sustain life, all living things need to eat, drink, and breathe. Thus, biology studies that part of nature that lives.

This science originated in antiquity, only, at that time, it did not have such a name. In the 19th century, the term "biology" was introduced by a number of scientists. Since then, biology has been distinguished from the natural sciences. Biology has many areas - genetics, biophysics, anatomy, ecology, botany, etc.

What science studies inanimate nature

In order to better understand the laws of inanimate nature, the sciences were distributed as follows:

physics - studies the general questions of nature, its laws;
chemistry - studies substances, their structures and properties;
astronomy - studies the planets, their origin, properties, structure;
geography studies the surface of the earth, climate, the economic and political situation of countries and their population.

Signs of wildlife

Each representative of wildlife has an organism in which complex chemical processes occur. You can understand what is in front of you - a representative of animate or inanimate nature, if you think:

Where did this object come from;
Does he need food and water;
Does he have the ability to move - walk, crawl, fly, swim, turn to the sun;
Does he need air;
What is the duration of his life.

Properties of bodies of wildlife

Any plants, animals, birds, insects and even humans have an organism that needs food, water, air.

Birth and growth - with the birth of each living being, cells begin to divide, due to which the growth of the organism occurs.
Reproduction is the production of their own kind, the transfer of genetic information to them.
Nutrition - food and water are necessary for growth and development, due to which cells grow.
Breathing - if there is no air, all living things will die. Inside the cells that all living organisms have, chemical processes are formed - the release of energy.
The ability to move. All living organisms move. Man, with the help of legs, animals with the help of paws, fins help fish, plants react to sunlight and turn to it. The movement of some organisms is difficult to notice.
Sensitivity - response to sounds, light, temperature changes.
Dying is the end of life. Nothing living lives forever, dying can occur for various reasons. Natural death occurs when the body grows old and loses the ability to continue life.

Wildlife examples

The world around us is very diverse. All its objects can be divided into kingdoms, there are four of them: bacteria, fungi, plants, animals.

The animal kingdom, in turn, is divided into species and subspecies.

The simplest organisms in the animal kingdom are protozoa. They have one cell, which has the ability to metabolize, move, and have mostly indistinct boundaries. Their size is so small that it is almost impossible to see them without a microscope. In nature, there are 40,000 of them. These include: amoeba, infusoria-shoe, green euglena.

The next subspecies are multicellular animals. These include most of the objects of the animal world - fish, birds, domestic and wild animals, spiders, cockroaches, worms.

All plants have the ability to reproduce and grow. They synthesize sunlight, due to which metabolism occurs. Plants also need water, without it they will die.

Plants include:

trees and shrubs;
grass;
flowers;
seaweed.

Bacteria are the most ancient inhabitants of our planet, having the simplest structure. But, despite this, they have the function of reproduction. The habitat of bacteria is very diverse - water, earth, air, and even glaciers and volcanoes.

Signs of inanimate nature

Look around and you will see many signs of inanimate nature: the sun, the moon, water, stones, planets. They do not require air and food for life, they cannot reproduce, they are relatively resistant to change. Mountains stand for thousands of years, the sun constantly shines, the planets revolve invariably around the sun, without changing their course. Only global cataclysms can destroy inanimate objects. Despite the fact that these objects belong to inanimate nature, we endlessly admire their beauty.

Inanimate objects examples

There are a great many objects that represent inanimate nature, some of them are able to change.

water at low temperatures turns into ice;
the icicle begins to melt if the temperature outside is positive.
Water can turn into steam when it boils.

Inanimate nature includes:

stones can lie in one place for thousands of years.

The planets always revolve around the sun.

sand in the desert - moves only under the influence of the wind.

Natural phenomena - lightning, rainbow, rain, snow, sunlight - also applies to inanimate nature.

Distinctive features of animate and inanimate nature

Living organisms are more complex than non-living ones. Both are made up of chemicals. But the composition of living organisms includes nucleic acids, proteins, fats, carbohydrates.

Nucleic acids are the hallmark of a living organism. They store and transmit genetic information (heredity).

The basis of all living things is the cell, from which the tissue is formed, and from it the organ system.
The exchange of matter and energy maintains life and communicates with the environment.
Reproduction - reproduction of their own kind, for example, stones do not have such an opportunity, only if they split it.
Irritability - if you kick a stone with your foot, he will not answer you, and if you kick a dog, he will begin to bark and may bite.
Living organisms are able to adapt to the world around them, for example, the giraffe has a long neck to get food where other animals cannot get it. If a giraffe is sent to the Arctic, he will die there, but the polar bear feels great there. Adaptability, in the living world, is called evolution, which is, by and large, an endless process.
Living organisms tend to develop - increase in size, grow.

All of the factors listed above are absent in inanimate objects.

The connection between objects of animate and inanimate nature, a story with examples

The impossibility of existence without each other, animate and inanimate nature, determines their relationship. All living things need water, sun and air.

A person, as an individual of wildlife, needs water - to drink, air - to breathe, earth - to grow food, the sun - to keep warm and get vitamin D. If at least one of the components disappears, a person will die.

Duck is a bird, a representative of wildlife. She creates her home in the thickets of reeds - a connection with the plant world. She gets food in the water, as she eats fish. The sun warms her, the wind helps her fly. Water and sun together allow you to raise offspring.

A flower grows from the ground, for him Growth needs water in the form of rain; energy needs sunlight.

Cow - grazes in the meadow (land), eats grass, hay, drinks water. Grass and hay are processed in her body and fertilize the earth.

Scheme of communication between animate and inanimate nature

How can children in elementary school be told about objects of nature in such a way that they not only understand everything, but also find it interesting? It is better to explain with real examples than to use scientific language or definitions. After all, what you can feel and feel yourself is much easier to remember and understand.

Encyclopedias, films and samples

Not every child during a lesson at school will understand, in general, not only nature. Having said the word "object", the teacher or parent should show a photograph, a poster, for example, with birds, animals in the forest. Let the child understand why the bird is an object of nature, and a living one.

It is desirable to demonstrate objects of animate and inanimate nature with examples. It can also be done verbally. But, as a rule, a child is more interested in perceiving information visually than aurally. If you nevertheless chose the second option, then it is better to tell an interesting story, a fairy tale, and not make a dry enumeration.

It is advisable for parents to purchase colorful children's encyclopedias, in which plants, animals, birds, clouds, stones, and so on are beautifully illustrated. The child can be told that the fish lives in the water and feeds on algae. These are all objects of nature. It is recommended to show, for example, a glass, a laptop and a blanket and say that they do not belong to natural objects, because these things were created by man.

Living and non-living nature

How to distinguish What is it? What man did not create, these are the objects of nature. Examples can be given ad infinitum. How can children distinguish between living and non-living things? The next section of the article is completely devoted to how to draw the attention of babies to what surrounds them. And now you can only explain in words how to generally distinguish between living and non-living.

It is advisable for children to show an educational video about nature, while watching which they point to various objects and say which of them are alive. For example, clouds, a fox, a tree got into the frame. It is advisable to pause and show which of them is an inanimate object, and which belongs to the living. At the same time, you need to add: animals, birds, insects are animated and answer the question "who", and plants, mushrooms, stones, clouds, respectively, - "what".

Illustrative examples around

Rural children can see nature every day, so they can take a walk and show there what is alive and what is not. City children can show flowers on the windowsill, because these plants are also living objects of nature. They were raised by man, but they still remain part of the plant world. Domestic animals, parrots, cockroaches and spiders are also objects of wildlife.

It is not necessary to travel out of town to demonstrate inanimate objects. Clouds that move across the sky, wind and rain are good examples. Even the soil under your feet, puddles or snow are objects of inanimate nature.

A good example would be an aquarium with fish or a turtle. At the bottom of it lies natural soil, imitating the bottom. Algae are real, pebbles and shells are too. But they don't have snails. Fish swim in the aquarium. Children look at them, rejoice in them. At the moment, there are objects of animate and inanimate nature. A teacher, educator or parents should say that a fish is a living object of nature, algae too. But the sand at the bottom, pebbles and shells are inanimate. They don't breathe, they don't reproduce, they just exist. They have their own purpose - to create all the conditions for the life of living objects. If there was no sand, then the plants would not grow.

walk in nature

What is the occasion for going out into nature? Fishing, hunting, picking mushrooms, berries, nuts. With children, it is best to go out into nature just to relax. Of course, it will also be useful to collect mushrooms. But this should be done strictly under the supervision of adults. Parents will be able to visually show objects of wildlife, for example, a tree, bushes, grass, mushrooms, berries, a hare, a fly and a mosquito. That is, everything that breathes, grows, moves, can feel.

are non-living? Clouds, rain and snow were mentioned above. Stones, dry branches and leaves, earth, mountains, rivers, seas and lakes with oceans are inanimate nature. More precisely, water is an inanimate object, but created by nature.

What is created by nature and what is man

It is not necessary to focus children's attention only on objects of nature. The child may get confused, thinking that everything belongs to this category. But it's not like that.

At school, a teacher can give examples of what is not an object of nature: textbooks, notebooks, a desk, a board, a school building, a house, a computer, a telephone. All this was created by man. The object of nature also exists without its participation.

There will probably be a fair objection about the fact that the pencil is made of wood, but it is alive. But the fact is that the tree has already been cut down, it no longer lives. After all, the pencil does not grow before our eyes and does not breathe. This is an inanimate object and inanimate as well.

At school, you can make a fun game: cut out pictures from magazines or print pictures on a printer, which will depict objects of nature, and then stick them on a piece of paper (make cards). The teacher can check what the child cut out. Maybe he didn't notice the pebble at the bottom of the page or he didn't know it was inanimate nature? And another student skipped the photo with the lake, but cut out the plane. One will have to explain that the stone is an object of inanimate nature, and the second - that the plane was created by people and has nothing to do with the game.

When the cards are all ready, you can mix them. Each student will take out one at random, show it at the blackboard to the whole class and say which living objects of nature are depicted on it. Examples may vary. It is important to pay attention to everything that is present in the picture. The interest of the children is essential. An uninteresting lesson is not remembered, and boring information is not absorbed.

It is not necessary to focus the child's attention on objects of nature in one period. It's better to do it unobtrusively. Children who listen carefully will quickly understand. But if the teacher failed to explain the topic, but the child is interested, it remains only for the parents to give examples. The main thing is that everything should be in the form of a game.

MINISTRY OF EDUCATION OF THE MOSCOW REGION

STATE BUDGET EDUCATIONAL INSTITUTION

OF HIGHER PROFESSIONAL EDUCATION OF THE MOSCOW REGION

"ACADEMY OF SOCIAL MANAGEMENT"

Department of Adaptive Education

Project type

Public lesson.

"Living and inanimate nature"

Pepinova Irina Vladimirovna,

Group #3

2013

EXPLANATORY NOTE

Lesson topic: "Living and inanimate nature"
Age of students– 7-8 years old (grade 1)
Item name: the world
Authors: G.G. Ivchenkova, I.V. Potapov
Type of lesson : learning new material
Lesson type: lesson of "discovery" of new knowledge.
The purpose of the lesson: to form the ability to differentiate living and non-living nature

Planned results:

subject: Students will learn to differentiate between living and non-living things.

to form the concepts of "nature", "wildlife", "inanimate nature" and develop the ability to differentiate them

development of thinking, the ability to classify and exclude unnecessary concepts; memory development; visual and auditory attention and perception

the formation of respect and respect for nature, the development of the ability to see the beauty of nature

Regulatory UUD.

show cognitive initiative in educational cooperation;
independently evaluate the correctness of the action and make the necessary adjustments;
in collaboration with the teacher, set new learning objectives;
plan your actions; exercise final control; independently take into account the guidelines of action allocated by the teacher.
self-assess their performance in the classroom.

Cognitive UUD.

build logical reasoning, including the establishment of cause-and-effect relationships.
carry out subsuming under the concept on the basis of object recognition, selection of essential features and their synthesis;
search for the necessary information to complete the task; establish analogies;
carry out the analysis of objects; make a comparison; to select an object according to the necessary criteria.

Communicative UUD.

negotiate and come to a common decision in joint activities.
to formulate own opinion and position; exercise mutual control and provide necessary mutual assistance in cooperation.
construct a monologue.
ask questions necessary to organize their own activities,
to formulate their own opinion and position.

Personal Outcomes: formation of educational and cognitive interest in educational material; ability to assess their learning activities.

Metasubject results:

regulatory UUD: be able to accept and maintain a learning task; plan your actions in accordance with the task; carry out step-by-step control on the result; adequately perceive the proposals and assessment of comrades;
cognitive UUD: build a message orally; to analyze objects with the identification of essential features, to compare and classify according to specified criteria;
communicative UUD: to be able to formulate one's own opinion and position; to ask questions; take into account different opinions and justify your position; exercise mutual control.

Equipment and materials:

Personal Computer; presentation on the topic "Living and inanimate nature"; individual tasks on separate sheets; pens; colored pencils, children's drawings.

Lesson progress (see below)

During the classes:

1) Organizational moment

Guys, now we have a special lesson. I will lead it and there are guests on it. Let's turn around and say hello to our guests

2) Setting goals and objectives of the lesson

Guys, try to guess what we are going to talk about today. You will be prompted by the pictures that you see on the screen.

Slide #1

Look my dear friend

What is around?

The sky is light blue

The sun shines golden

The wind plays with leaves

A cloud floats in the sky.

Field, river and grass,

Mountains, air and foliage,

Birds, animals and forests

Thunder, fog and dew.

Man and season

It's all around ... (nature)

About nature.

Slide number 2

Correctly. Today we will talk about nature. We remember everything we know about her. The theme of our lesson is living and inanimate nature.

3) Conversation

D let's take a look around. What surrounds us? What do you see?

Desks, computer, chairs, etc.

Correctly. Guys, is this nature?

No. These are things. They are made by human hands.

Good. Now let's look out the window. What do you see there?

Trees, grass, sky, etc.

Can we call them nature?

Yes. This is nature. They are not made by human hands.

Right. This means that nature is what surrounds us and is not created by human hands.

We found out what nature is. Who remembers what nature is like? What two groups can objects of nature be divided into? Let's look at the screen.

Slide #3

What do you see?

Tree, cat, butterfly, etc.

Is it nature?

Yes.

What is this nature?

Live.

Correctly. This is living nature. What about wildlife?

Slide #4

Animals, birds, fish, insects, plants, fungi, bacteria.

Slide #5

Look at the screen. These pictures also have wildlife, but one picture is superfluous. Think what.

A rock.

Right. Why is he redundant?

Because he is not alive.

Correctly. How can we distinguish living from non-living?

Living things breathe, eat, grow, multiply, move, die.

Slide #6

Well done. We remembered the signs of wildlife. All living things necessarily breathe, eat, move, grow, give offspring.

How does a person breathe? And the cat? And the fish?

What does a person eat? And the cat? And the cow? And the caterpillar?

How does a tree grow? And the butterfly? And the frog?

What is the human offspring? Have a cat? Dogs? Bear?

How does a person move? And the bird? And the fish? And the tree?

We found out what belongs to wildlife and how we can distinguish living from non-living. But what about inanimate nature? We look at the screen.

Slide number 7

So, inanimate nature is stones, earth, water, sun, mountains, sand, stars.

Slide number 8

We found out that we are surrounded by the world of things on the one hand and

Slide number 9

nature on the other. Nature is everything that is not created by human hands.

Slide number 10

Nature is both living and non-living. All living things breathe, grow, eat, move, give birth, die.

4) Consolidation of the studied material

physical education minute

Game "Guess where nature"

Now we will play the game "Guess where nature is." I will give you a word, and you will say whether it is nature or not, and if it is nature, then what kind, living or not. One, two, three, four, five, we begin to play. Try to give an answer - where is nature, and where is not.

The mountains.

Cat.

Doll.

The car.

Man.

Caterpillar.

House.

5) individual task on separate sheets

6) The solution of the test "Living and inanimate nature"

Accompanied by a slide show. Children take turns reading the questions aloud and answering them.

Slide #11

1) What is nature?

Everything that surrounds us
Everything that surrounds us and is not created by human hands
Everything created by human hands

Slide #12

2) What is nature like?

Nature is living and non-living
Nature is only alive
Nature is only inanimate

Slide #13

3) What is inanimate nature?

Bullfinch
Table
A rock

Slide #14

4) What is related to wildlife?

Wood
Doll
Cloud

Slide #15

5) To what group can a person be attributed?

Man is living nature
Man is an inanimate nature
Man is not nature

Slide #16

6) What is not nature?

Tit
Lizard
Underground

8) Working with cards

Filling in the table "Wildlife / Inanimate nature". Each student has their own copy of the spreadsheet. Children write the suggested words in the appropriate boxes.

10) Summing up the lesson

What did we study today?

What do you remember the most?

Conclusion

When planning the methodological work of the school, the teaching staff sought to select those effective forms that would really allow solving the problems and tasks facing the school and primary school teachers.
When studying the standards of the second generation, I singled out for myself a fundamental difference in the transition to a new level of education. The activity approach is the basis. The child learns the world around him through activity, which should become the basis of learning. It is activity, and not just a set of certain knowledge, that is defined by the Standard as the main value of training. In conditions when the amount of information doubles at least every five years, it is important not only to transfer knowledge to a person, but to teach him to master new knowledge, new activities. This is a fundamental change. My main task in preparing lessons is to get away from the teacher's monologue speech, to come to the conclusion that the child receives knowledge not because he carefully listens to the teacher, but because he comes into contact with new knowledge through activity. The functions of the teacher have changed. The teacher only accompanies the child. I try to build a lesson in such a way that the student can feel like the master of the lesson: what can he answer, when to answer, how to answer. With this approach, the student is not driven into a certain "framework", I give him the opportunity to express his opinion. Working in the system, using the activity method, I strive to reveal the personality of the child, to instill in children an interest in education, in learning.
The key position of my methodological work is the formation in children of the ability to learn, that is, to develop the ability for self-development and self-improvement through the conscious and active appropriation of new social experience. When organizing educational activities in the classroom, I set myself the task of self-realization of students. The goal of training is the holistic development of the student's personality, that is, the most complete development of the active creative possibilities inherent in it.
The introduction of new federal state educational standards not only provides new opportunities for the student and teacher, but also increases the responsibility for the formation of the individual, the citizen. The new standard imposes new requirements on the results of primary education. They can be achieved thanks to modern teaching materials, including teaching aids of a new generation that meet all the requirements of the standard: the optimal development of each child on the basis of pedagogical support for his individuality, in the conditions of specially organized educational activities, where the student acts either as a learner, or as a teacher, then in the role of the organizer of the educational situation.
All exercises are designed so that each student, performing a series of tasks, can formulate the topic and objectives of the lesson. The system of tasks of different levels of difficulty, the combination of the individual activity of the child with his work in small groups and participation in club work make it possible to provide conditions under which learning goes ahead of development, i.e. in the zone of proximal development of each student based on the level of his actual development.
When planning lessons, I try to follow the requirements for a modern lesson:
- independent work of students at all stages of the lesson;
- the teacher acts as an organizer, not an informant;
- obligatory reflection of students in the lesson;
- a high degree of speech activity of students in the lesson.

What is animate and inanimate nature: signs, description, examples

Sometimes children drive their parents into a dead corner by asking tricky questions. Sometimes you don’t even know how to answer them, and sometimes you just don’t find the right words. After all, children need not only to explain correctly, but also to speak in a language that is accessible to them.

The theme of animate and inanimate nature begins to interest children even before the start of school life, and it is of great importance in correctly perceiving the world around them. Therefore, you need to thoroughly understand the topic of nature and understand why they distinguish and what it is - animate and inanimate nature.

What is wildlife: signs, description, examples

Let's first understand (or just remember) what nature is in general. There are a lot of living organisms and inanimate objects around us. Everything that can appear and develop without human intervention is called nature. That is, for example, forests, mountains, fields, stones and stars belong to our nature. But cars, houses, planes and other buildings (as well as equipment) have nothing to do even with the inanimate area of nature. This is what man himself has created.

What are the criteria for distinguishing wildlife.

A living organism will in any case grow and develop. That is, he will definitely go through a life cycle from birth to death (yes, how sad it does not sound). Let's look at an example.
- Take any animal (let it be a deer). He is born, learns to walk after a certain time, grows. Then, already in the adult individual, their children appear, the same deer. And in the final stage, the deer grows old and leaves this world.
- Now let's take a seed (any, let it be a sunflower seed). If you plant it in the ground (by the way, this process is also thought out by nature). After a certain time, a small process appears, which gradually grows and increases in size. It begins to bloom, it has seeds (which then fall to the ground and repeat a new cycle of life). In the end, the sunflower dries up and dies.
reproduction, as a constituent and important component of any living object. We have already given some examples above that all living organisms reproduce. That is, each animal has children, each tree sprouts shoots from which new trees grow. And flowers and various plants scatter their seeds so that they germinate in the ground and from them new and young plants turn out.
Nutrition is an integral part of our life. All those who eat any food (it can be other animals, plants or water) belong to wildlife. To maintain life and development, living organisms simply need food. After all, from it we find the strength to develop and grow.

Breath- Another important component of wildlife. Yes, some animals or small organisms do this function in the same way that humans do. We breathe in oxygen through our lungs. We breathe out carbon dioxide. Fish and other inhabitants that live under water have gills for this purpose. But here, for example, trees and grasses breathe through the leaves. By the way, they do not need oxygen, but, on the contrary, carbon dioxide. Moreover, through special tiny cells (they also perform important metabolic processes), oxygen is released, which is necessary for animals and humans.
Motion- that's life! There is such a motto, and it fully characterizes the living world. Try sitting or lying down all day. Your arms and legs will simply ache. Muscles need to work and develop. By the way, children often have a question - how do trees or flowers move in a flower bed. After all, they have no legs and they do not move around the city. But note that the plants turn to follow the sun.
- Do an experiment! Even at home, on the windowsill, watch the flower. If you turn it in the other direction from the window, then after a while it will again look out the window. It's just that plants make their movements very slowly and smoothly.
And the last and final step is dying. Yes, we mentioned in the first paragraph that everything completes its life cycle. By the way, in this matter, too, there is a fine line.
- For example, a tree that grows is related to wildlife. But the already cut down plant will not breathe, move or multiply. This means that automatically it will already refer to inanimate nature. By the way, the same applies to a plucked flower.

Now let's delve a little into the topic, what other signs of wildlife are there:

We have stipulated important and obligatory conditions. And now let's add some scientific facts. Let's just say, in order for your child to shine with intelligence and quick wit even more. After all, do not forget that information in terms of study is never superfluous.

We mentioned that wildlife must move, breathe, eat, and go through a life cycle. But I would like to add one more small nuance. These are waste products and excrement. Excretion It is the ability of the body to get rid of toxins and waste. Simply put, all living organisms go to the toilet. It's just a necessary chain so as not to poison our cells. Trees, for example, shed their leaves, change their bark.
By the way, about cells. All living organisms are made up of cells! There are simple creatures that are composed of only one or a few cells (these are the so-called bacteria). But more on that later.
- Many cells are grouped into a tissue. And those, in turn, put together a whole organ. Organs, or rather their composition (that is, the totality, group) make the finished organism. By the way, all living beings that consist of organs belong to the class of higher representatives. And they are very complex organisms.

IMPORTANT: To make this topic clearer to the child, make a person or other living creature from the designer. Let him imagine that every detail is a cage.

It is impossible not to note also the energy of the Sun and the Earth. All living beings simply need sunlight and enjoy the gifts of the earth. For example, minerals. The most accessible and understandable are salt or coal, which are mined from its soil.
Each of us has our own habits in behavior. This is called environmental response. Behavior is a very complex set of reactions. By the way, for each living being they differ from each other.
We can all adapt to any change. A person, for example, came up with the idea of using an umbrella during the rainy season, while other animals simply hide under a canopy or a tree.

What types of living things are distinguished by biology?

Microorganisms. These are the most ancient representatives of wildlife. They can develop where there is water or moisture. Even such tiny representatives can grow, multiply and go through a whole complex life cycle. By the way, they can eat water and other nutrients. These usually include bacteria, viruses and fungi (but not the ones we eat).
Plants or flora(in scientific terms). The variety is simply huge - this is grass, and flowers, and trees, and even single-celled algae (and not only). Give the child full information about why they belong to the living world.
- Because they breathe. Yes, we remember that plants produce oxygen, and absorb (or absorb) carbon dioxide.
- They are moving. They turn to follow the sun, twist the leaves or drop them.
- They are eating. Yes, some do it through soil (like flowers), get their nutrients from water, or do it all from two resources.
- They grow and multiply. We will not repeat ourselves, since we have already given examples of such an explanation above.
This is just a huge complex that includes wild or domestic animals, insects, birds, fish, amphibians or mammals. They can breathe, eat, grow, develop and reproduce. Moreover, they have another feature - the ability to adapt to environmental conditions.

Man. It stands at the very top of wildlife, since all of the above signs are inherent in it. Therefore, we will not repeat them.

What is inanimate nature: signs, description, examples

As you have already guessed, inanimate nature cannot breathe, grow, eat, multiply. Although there are some nuances in these matters. For example, mountains can grow. And huge plates of the earth can move. But we will talk about this in more detail later.

Therefore, let's highlight the main features of inanimate nature.

They are do not go through the life cycle. That is, they do not grow and do not develop. Yes, mountains can "grow" (increase in volume) or crystals of salt or other minerals can increase. But it's not because of the multiplication of cells. And because of the fact that there are "newly arrived" parts. Also, it is impossible not to note the dust and other layers (this is what is directly related to the mountains).
They are don't eat. Mountains, stone or our planet do not eat? No, inanimate nature does not need to receive additional energy (for example, the Sun and the same Earth) or any nutrients. Yes, they simply do not need it!
They are don't move. If you kick a person, he will start to fight back (here the reaction to the environment will also be involved). If you push a plant, it will either stay in place (since it has a root) or lose its leaves (which will then grow back). But if you kick a stone, then it just moves a certain distance. And then it will be immobilized to lie there.
- The water in the river moves, but not because it is alive. The wind plays a role, the inclination of the terrain and do not forget about such a tiny detail as particles. A person, for example, consists of cells, but water (and other non-living elements) consists of tiny particles. And in those places where the connection between the particles is the smallest, they try to take the lowest place. As they move, they form a current.
Of course, one cannot ignore them. stability. Yes, the question may arise in my head that sand and earth have a free-flowing state (you can make cakes out of them). But they can easily withstand the weight of not only one person, but a whole billion (even several). And about the stone, you don’t even need to explain.

Weak variability- another sign of inanimate nature. A stone can change its shape, for example, under the influence of a current. But this will take not even a month or two, but several years.
And it is necessary to note the point lack of reproduction. Inanimate nature does not give birth to cubs, it does not have offspring, or it does not have additional shoots. And the thing is that their life cycle does not end. Take even our planet - it is already many years old. And the sun, stars or mountains. All of them, too, have been in their place in an unchanged state for many, many years.

IMPORTANT: The only change in nature is the transition from one state to another. That is, for example, a stone can become dust over time. The most obvious example is water. It can evaporate, then accumulate in clouds and fall as precipitation (rain or snow). It can also become ice, that is, take on a solid form. We remind you that there are three states - gaseous, liquid and solid forms.

What are the types of inanimate nature?

A child already in the primary grades should have elementary ideas not only about living nature, but also about inanimate elements. To make it easier to perceive them, you need to immediately distinguish three groups. Moreover, in the future, in a geography lesson, this will only be a plus.

Lithosphere. We all live in such a huge house as the Earth (by the way, this is the only planet in space where there is life). It does not consist only of earth, sand and vegetation. This is a relatively small (although its layer is at least 10 km) surface layer.
- And under it there are more layers of the mantle (they are in a molten state and are tens of times thicker than the uppermost layer), while the core is located inside the planet (it consists of molten metals).
- And do not forget about such an important condition that our earth's crust consists of puzzles. Yes, they are called lithospheric plates. But for a more understandable perception, they can be attached in the form of pieces of a picture. So they divide the globe into continents and oceans.
  - Where they sink, water bodies (seas, rivers and oceans) are formed.
  - In places of elevation, earth surfaces and even mountains are formed (they appear as a result of the fact that one plate overlapped another).
- Hydrosphere. Naturally, this is the water part of the Earth. By the way, it occupies almost 70% of the entire surface. These are rivers, lakes, streams, seas and oceans.
- Atmosphere. In other words, it is air. It has several layers and it has two main components - nitrogen (occupies as much as 78%) and oxygen (only 21%).

IMPORTANT: We need oxygen to sustain life. But nitrogen, diluting it, does not allow excess inhalation of oxygen. So these components are very important to us and they keep each other in balance.

By the way, you still need to highlight separately. After all, without it there would be nothing alive. Yes, in principle, there would be just darkness. It gives us warmth, light and energy.

How do living beings differ from objects of inanimate nature: comparisons, features, similarities and differences

We have already given a complete concept of each aspect, highlighting the main differences between animate and inanimate nature. That is, they showed their main characteristics. Moreover, they provided it in expanded form, so we will not repeat it.

I just want to add what similarities there are between animate and inanimate nature:

We are all subject to the same physical laws. Throw down a rock or lizard. They will fall down. The only thing is that the bird will fly into the sky. But this is due to the presence of wings. Under water, it will still go to the bottom.
All chemical reactions have the same effect on living and inanimate nature. A lightning strike leaves a similar mark. Or an even simpler example - the appearance of salt deposits. That on a stone, that on a person there will be white stripes from the drying of sea water.
Of course, we do not forget about the laws of mechanics. Again, they are all subjected equally, without exception. For example, under the influence of a strong wind, we begin to walk faster (if we follow it), and the clouds begin to move faster across the sky.

We all have some kind of change. Just a person or any other animal grows, changes shape. The stone also grinds, the cloud changes shape and color depending on the content of the number of water droplets (that is, moisture).
By the way, color. Some animals have or can become the same color as objects of inanimate nature.
The form. Pay attention to the similarity of a shell or lichen to a stone, or the structure of graphite to a honeycomb. And snowflakes with starfish, for example, do not cause any symmetry in the forms in anyone?
And, of course, we need the light and energy of the Sun.

How to show the relationship between animate and inanimate nature? Invisible threads between animate and inanimate nature: description

We gave not only the differences between animate and inanimate nature, but also showed the common features between them. But it is also necessary to highlight the fact that in nature everything is interconnected.

For example, the simplest is water. It is necessary for all living representatives. Be it a man, a lion, a squirrel or a flower. The only difference is that plants get moisture through the root, while animals drink it.
The sun. It belongs to inanimate nature, but it is simply necessary for green plants to produce oxygen. Living beings need it in order to see and develop normally. By the way, the stars and the moon perform a similar function at night, for example, to light the way.
Some animals live in burrows they dig in the ground. And others, for example, ducks live in reeds. Moss grows on rocks.
Some minerals serve to nourish many animals and humans. Even take the most banal salt. Coal helps to keep warm, and it is mined from the bowels of the earth. By the way, this also includes the gas that enters our burners and pipes.

But animals play an important role. For example, fallen leaves, rotting, nourish the soil. Even some animal and human waste contribute to its enrichment. But this does not mean household waste, it does not rot.
Plants provide shelter for most animals, who in turn pollinate plants, disperse seeds, and drive off pests. For example, a tree or a stone serves as a house for a person (if it is built).
These are not all examples. Each chain of our life is closely interconnected with other aspects of nature. By the way, I would also like to isolate oxygen, without which not a single representative of wildlife would exist.

What indicates the commonality of animate and inanimate nature?

To do this, remember the course of physics. All living and non-living objects are made up of particles. Or rather, from atoms. But this is a slightly different, more complex science. And I would also like to connect knowledge from chemistry. All representatives of nature have the same chemical composition. No, they are all different in their own way.

But in any living representative there is the same element that is found in inanimate nature. For example, even water. It is found in all plants, animals, humans and even microorganisms.

The role of soil in the relationship of animate and inanimate nature: description

The role of water and oxygen is simply huge for wildlife. But the soil itself is simply impossible to overestimate. Therefore, we will immediately start with the most important thing.

The soil serves as a home for most representatives of the animal world. Some live in it, while others just build houses. Plants also "live" in the soil, because otherwise they will not be able to grow.
She is the most nutritious. Yes, no one compares to her. After all, it has all the necessary minerals and elements. And sometimes the connection can have indirect contact.

For example, soil nourishes plants and, together with water, promotes their growth. And those already become food for other animals. By the way, some animals are food for representatives of the higher chain.

IMPORTANT: We have already mentioned this, that animals and plants also enrich it after their death. And the chain begins again, the resulting substances become food for microorganisms and other plants.

For people, for example, it also serves as the basis for the extraction of all minerals and minerals. Even the same coal. And also, oil, gas or metal ores.

Factors of inanimate nature affecting living organisms: description

Yes, all factors of inanimate nature affect living organisms. And to a direct extent. You can find a whole lot of them, but we will highlight the most basic and main ones.

Light and warmth. Refers to one point, since living organisms receive it from the Sun. Yes, its role is also hard to overestimate, because without the Sun there would simply be no life on Earth.
- Without light, many organisms would simply die. Light enables many chemical processes in organisms to take place. For example, plants can only produce oxygen when exposed to sunlight. Yes, and you and I would not have looked like that.
- The temperature in each climate zone is different. For example, at the equator (in the middle of the globe) it is maximum. There is a completely different vegetation and, for example, the skin color of the inhabitants is darker. And the animals there have other characteristics.
- In the north, on the contrary, people with paler skin live. And you are unlikely to meet a giraffe or a crocodile in the Arctic. Plants also change in the degree of temperature change. The color and shape of the leaves change.
- And the cold, in general, can be fatal for many living beings. At very low temperatures, neither a person, nor an animal, nor a plant, nor even a bacterium will survive for a long time.
Humidity. It is also important for all life on the planet. Without it, both animals and plants will die in the same way. If the humidity falls below the required limit, then vital activity will begin to decrease.
- By the way, in a hot climate, water vapor is better preserved. Therefore, frequent precipitation in the form of rain is observed. For example, in the tropics, they can be in huge numbers and go for several days.
- In cold regions, approximately 40-45% of the moisture goes to the formation of dew or snow. We can conclude that the colder the area, the less often it rains. But in hot climates you rarely see snowfall.
In the north, the ground is covered with a layer of snow. Therefore, she will not be so rich. In hot countries, sands are more common. Chernozem (that is, black earth) is considered the most fertile.
- By the way, the shape of the soil is also important. In the mountains, again, there will be other plants and animals that have adapted to live on the slopes. And on the low ground, near the swamps, their own rules reign.

Why are humans classified as living beings?

Man does not just belong to wildlife, he is at the top of the whole chain! We talked at the very beginning about signs. Here we draw conclusions about this. Man breathes, eats, grows and develops. Everyone has their own children, and in the final stage we leave this world.

Moreover, a person is able to adapt to climate change and other changes in the environment.
We all have our own reaction to what is happening. Yes, when we are pushed, we do not fly off to the side, but we fight back.
We make the most of the resources not only of the earth, but also of the ocean and space.
Man uses heat, light and energy from the sun.
Man has all the features of living nature, he has a mind and a soul. Moreover, he makes the most of this opportunity.

For example, animals cannot build their own house. And a person even makes a whole work of art. And this is just a small example of his work. We make the most of plants, trees and other animals. Even if you take the lion - the king of beasts. His person can easily win (yes, for these purposes he uses such inventions as a dagger or a pistol).

Video: Living and inanimate nature: objects and phenomena

Purpose: to give concepts of animate and inanimate nature; its role in human life.

Tasks: to learn the concepts (set out in a logical sequence):

- Nature - living - inanimate;

– Object of nature;

- Thing;

– Natural phenomena;

– Rules for observing nature;

– Rules of conduct in nature;

- Protection of Nature

- Develop speech, logical thinking.

Should be able to:

– Explain concepts and answer questions;

- Compare and draw conclusions;

- Identify types of nature according to certain characteristics.

Type of lesson: a lesson in the formation of new knowledge and skills.

Equipment:

textbook by Dmitrieva and Kazakov “We and the world around us”, 1st grade;
paintings;
discs with recording of natural phenomena and the voices of birds.

During the classes

1. Organizational moment.

- Children, how do you want our lesson to turn out?

– Interesting, fun, challenging.

“It will depend on how we help each other.

2. Show Levitan's painting "October".

- Answer the question "What do you see in the picture?" in a word.

- Nature.

Now I will read a poem, and you listen and mentally imagine what I will read about.

“If the leaves on the trees turn yellow,
If the birds have flown to a distant land,
If the sky is gloomy, if the rain is pouring,
This season is called autumn.

- What season did Levitan write?

Name the signs of autumn that you heard in the poem.

– Yellow leaves, the birds have flown away, the sky is covered with black clouds, it is raining.

3. Conversation “Nature around us”.

a) Children, which of you have been in the forest, by the river, by the sea? Share your impressions.

- Children's stories.

b) Who watched the butterflies, ants, birds?

- Children's stories.

– What conclusion can be drawn? (lead the children to answer for themselves what nature is).

Conclusion: everything that we see and observe is nature.

Name the nature in the picture.

– Trees, nest, grass, sky.

- Think about how you can divide nature into two groups?

Write on the board	NATURE		NATURE
	Nest	sky	live	Inanimate.
	Trees	grass

I show the pictures and ask the children to divide them into groups.

At the blackboard, the children divide the pictures into groups and explain on what basis they were divided.

Name the sign of wildlife:

Birth, breathing, growth, nutrition, reproduction, movement, dying (death).

- Name the objects of wildlife.

- a flower, a butterfly, a person, a cat, etc.

- Name the objects of inanimate nature.

- Stones, sun, sky, rainbow.

Fizminutka:

"The wind blows in our faces,
The tree swayed.
The wind is quieter, quieter, quieter
The tree is getting higher and higher.”

- What living object of nature were we talking about?

- About the tree.

- Prove that the tree belongs to living nature.

- It has all the signs of living nature. It is born (a sprout appears), grows, breathes, feeds, multiplies, dies.

- About the inanimate?

- About the wind.

- I'll show you a picture now, and you tell me which tree is on it.

- It's a birch.

- Do you know that the leaves and buds of this tree are medicinal? A decoction of these leaves helps with sore throat, with kidney disease. The air in the birch forest is healing.

Work according to the textbook (p. 18)

- Name the objects of living nature and inanimate.

- Children name and prove (why this or that object belongs to animate or inanimate nature).

Help me solve the problem:

- If a stone fell from a mountain and split, then this stone is an object of what nature?

- Inanimate.

- Why? After all, there was one stone, there were many.

- There are no signs of wildlife.

- Yes, guys. Stone is the body of nature. Bodies in nature can change.

Is flowing water in a river an object of wildlife?

“But the water in the river moves, doesn’t it?”

Water moves because the earth is round.

Listen to the recording. "Rain in the Forest"

- What nature did you hear?

- We heard birds, frogs. This is wildlife (they called the signs of wildlife)

- What else did you hear?

- The sound of water (it is inanimate). We also heard rain.

“Where are we going to take the rain?” To what nature?

- This is a non-living phenomenon.

Conversation: A tree is an object of wildlife, but a log?

- An object of inanimate nature.

- Why? And the pointer? (children lead a discussion in pairs, in fours)

– Is it possible to call a spoon, a table, a house objects of nature?

Conclusion: these are just objects that a person made from objects of nature.

– And where did people get the material to make these items?

- From nature.

Living - tree - log, pointer, table.

Inanimate - sand - glass, water in the tap.

Conclusion: living nature affects inanimate nature. The tree grows in the ground. Animals eat plants.

Now listen to the poem, and you think about how inanimate nature helps living things.

“The sparrow lives under the roof,
In a warm mink - a mouse house,
The frog has a house in the pond,
The warbler's house is in the garden.
Hey chick, where is your home?
- He's under his mother's wing.

- Name the objects of living nature, inanimate.

- The children are called.

A conversation about the role of nature in our lives.

Conclusion: Nature - gives clothes, food, materials for housing, good mood.

Conversation about the rules of observation of nature.

Textbook work.

A conversation about the rules of behavior in nature (you can read a poem).

Conclusion: “To love and protect nature means to love and protect the Motherland!”

Lesson summary:

So what was the topic of our lesson?
What problem did you see in the lesson?
What went well in the lesson?
What didn't work in class?
Display your mood on the leaves of various trees. (Hand out leaf templates)