UMC analysis of the world around. UMC analysis around the world
The modern school needs a "new" type of teacher. He must be creatively thinking, possessing modern methods and technologies of education, methods of psychological and pedagogical diagnostics, methods of independently constructing the pedagogical process in the conditions of specific practical activities, and the ability to predict his final result.
My pedagogical concept has found a scientific, methodological justification in the teaching materials "Primary School of the 21st Century" and the teaching materials "School of Russia".
I consider the purpose of my work: to teach children to learn and at the same time to master all the necessary knowledge and skills.
The system of my work is aimed at the formation of the leading (learning) activity of younger students. At each lesson, I create conditions for the formation of its main components: educational and cognitive motives, learning tasks with the corresponding learning operations of control and self-control, assessment and self-assessment.
My motto is: "Teach and create! Develop and encourage students' interest in knowledge!"
WMC analysis"Elementary school of the 21st century"
For four years I worked on the program"Primary School of the 21st Century"
According to the site:drofa-ventana.ru
From the 2016-2017 academic year, I switched to the "School of Russia" program
Link to the website of the publishing house "Prosveshchenie"
WMC analysis "School of Russia"
The educational and methodological complex "School of Russia" is built on the same conceptual foundations for all subjects and has full software and methodological support. The system of textbooks "School of Russia" and all included in the unfinished subject lines received positive conclusions from the Russian Academy of Education and the Russian Academy of Sciences.
"School of Russia"- this is an educational and methodological complex (TMC) for primary classes of general educational institutions, which ensures the achievement of the results of mastering the main educational program of primary general education and fully complies with the requirements of the Federal State Educational Standard (FSES).
Program "School of Russia" (FSES)
Teaching materials for grade 1
Teaching materials for grade 2
Teaching materials for grade 3
Teaching materials for grade 4
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EMC "School of Russia"
The textbooks of the set are recommended by the Ministry of Education and Science of the Russian Federation; meet the requirements of the current State Standard of Primary General Education; provide continuity with preschool and basic general education.
Literacy and speech development Goretsky V.G. ABC. Textbook in 2 parts The methodological apparatus of textbooks allows the teacher at each lesson to build a system of work with both non-reading and already reading students. The content of the textbooks includes tasks for diagnostics (“Check Yourself”), as well as materials for the project activities of first-graders. Electronic application The main element of the organization of the material of the electronic application is an electronic demonstration table with highlighted active zones. Each of the selected active zones contains tasks, animations, interactive models, diagrams.
Goretsky VG, Fedosova NA, Copybooks for the "Russian alphabet" 1,2,3,4 The copybooks present a system of work on teaching writing, which takes into account the age characteristics of first-graders. The recipes contain entertaining educational material.
Literary reading: A textbook in 2 parts Klimanova L. F., Goretsky V. G., Golovanova M. V. Classical and modern works of different genres will help instill in a child an interest and love for a fiction book, broaden their horizons, and develop independent creative thinking.
Boykina M. V., Vinogradskaya L. A. Literary reading: Workbook
Mathematics: Textbook in 2 parts Moro M.I., Volkova S.I., Stepanova S.V. and others. The textbook presents material that allows younger students to form a system of mathematical knowledge, a system of educational tasks aimed at the formation and consistent development of UUD, spatial imagination and mathematical speech of students. Many tasks allow students to independently set learning goals, monitor and evaluate the course and results of their own activities. In the electronic application, all lessons are grouped into sections.
Mathematics Grade 1
The world around: Textbook: Grade 1 Pleshakov A.A.
Pleshakov A.A. The World Around: Workbook in 2 parts Workbooks are mainly focused on isolating and carefully working out the most essential elements of the content of textbooks, provide a fixation of the results of observations, experiments, practical work, as well as the creative activity of children. Inserts in workbooks of grades 1 and 2 - “My scientific diary” are designed especially for family lessons. It contains tasks that the child, with the help of adults, must complete during the school year.
Methodological support of the course "World around" Tests allow the student to test their knowledge; atlas-determinant, which will allow the student to understand the huge variety of natural objects surrounding him. Atlas will become a constant companion of the child during school trips, lessons, walks with parents, summer holidays. The electronic application consists of 60 lessons corresponding to the topics of the textbooks. All lessons are grouped into sections “What? Who?”, “Where? Where? As where? When?”, “Why? For what?".
Technology: Textbook, workbook: Rogovtseva N. I., Bogdanova N. V., Freytag I. P. The main objective of the subject "Technology" is to create conditions for students to gain experience in project activities from conception to product presentation, mastering the techniques of working with paper, plasticine and natural materials, designer. This approach allows younger students to form regulatory universal actions, personal qualities (accuracy, attentiveness, readiness to help, etc.), communication skills (work in pairs, a group), the ability to work with information and master elementary methods of working on a computer. The workbooks contain templates for products, cut cards, drawings, flow charts and additional material.
Music: Textbook, workbook Kritskaya E. D., Sergeeva G. P. Shmagina T. S. Children study the first Slavic alphabet created by Cyril and Methodius. acquaintance with Russian folk instruments, Russian folklore.
Nemenskaya L.A. Art. According to the topics, a system of creative tasks is given for the development of artistic thinking, observation and imagination
VI Lyakh Physical Education: Textbook: grades 1-4 All sections of the textbook form the personal meaning of the teaching, since younger students love to talk about themselves, and the words “I”, “My” are the main factors of communication for them. For example, read and explain the basics of correct behavior, posture, first aid for injuries, sportswear and footwear; about food and the necessary drinking regimen, etc.
We wish you success in your studies!
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About EMC "School of Russia"
Main features"School of Russia" systems are
- priority of spiritual and moral development and education of schoolchildren,
- personality-oriented and system-activity nature of learning.
advanced systemdiffers in the orientation of educational material, methods of its presentation and teaching methods for the maximum inclusion of students in educational activities. This is reflected in the new artwork as well.complex, and in the system of tasks, and the inclusion in textbooks of the headings: “Our projects”, “Pages for the curious”, “Express your opinion”, “Getting ready for the Olympiad”, “What did you learn. What have we learned”, “Check ourselves and evaluate our achievements”, etc.
All subject lines, including objects of the aesthetic cycle, form a complete modern picture of the world in the child and develop the ability to learn. The system includes textbooks for the following courses:literacy, Russian language, literary reading, mathematics, the world around us, fine arts, technology, music, physical education, the foundations of the spiritual and moral culture of the peoples of Russia, computer science and foreign languages.
All textbooks of the system have completed lines from grades 1 to 4, as well as detailed educational and methodological support in the formworkbooks, didactic materials, test papers, lesson developments, books for reading, demonstration tables, electronic applications for textbooks, dictionariesand other benefits.
IN updated programsa modern approach to thematic planning has been implemented, reflecting not only the logic of the deployment of educational material and the logic of the formation of universal learning activities, but also those types of learning activities that are most effective for achieving personal, meta-subject and subject learning outcomes.
The system of textbooks "School of Russia" has a significant educational potential, and therefore effectively implements the approaches laid down in the "Concept of spiritual and moral development and education of the personality of a citizen of Russia", which is one of the methodological foundations of the federal state educational standard. This is confirmed by the targets laid down in the very concept of the "School of Russia" system and the programs for primary school subjects.
One of the leading provisions of the standard isorientation of the content of education to the formation of family values, cultural, spiritual and moral wealth of the Russian people.
This task is solved by means of all academic subjects, among which a special place is occupied by the course"The world around" A. A. Pleshakovwhere the formation of family values is one of the priorities. The peculiarity of the course is that the knowledge of the surrounding world is offered as a kind of project that is implemented through the joint activities of an adult and a child in a family. The following books are included in support of this activity:"Green Pages"atlas-determinant "From Earth to Heaven”, “The Giant in the Glade, or the First Lessons of Ecological Ethics”.
GEF refers to the fundamentally important results of education in primary schoolformation of universal educational activitiesas the foundation for learning.
In this regard, the structure and content of the entire system and each textbook are aimed both at organizing various types of student activities and at the use of modern teaching methods and technologies by teachers. An example is the organization of educational activities in the classroom.Russian language at the rate of V.P. Kanakina, V.G. Goretsky And mathematics at the rate of M.I. Moreau.
IN Russian language courseimplemented communicative-speech, system-functional, personality-oriented approaches in teaching the native language.
Tasks in textbooks and workbooks are presented as educational tasks (lexical, phonetic, phonetic-graphic, etc.), the solution of which is associated with the consistent implementation of a number of educational activities. Completing the task, students analyze, explain, compare, group the phenomena of the language, draw conclusions. The activity nature of the course also corresponds to the inclusion in the textbooks of assignments for working in pairs, groups, project assignments.
The methodological apparatus of textbooks makes it possible to organically combine activities aimed at studying both new material and the systematic repetition of previously studied material.
IN mathematics coursethe authors pay special attention to such a presentation of educational material that creates conditions for the formation of intellectual actions in students, such as actions to compare mathematical objects, classify them, analyze the proposed situation and draw conclusions, to identify different functions of the same mathematical object and establish its links with other objects, to highlight essential features and weed out non-essential ones, to transfer mastered methods of actions and acquired knowledge to new learning situations.
The methodology for working on text problems (the structure of the problem, the stages of solving the problem: analyzing the problem, searching for and drawing up a plan for solving it, checking the solution, compiling and solving problems that are inverse to a given problem) was also further developed, including the formation of skills to write down a text problem, first with the help of diagrams, using chips and figures, and then with the help of schematic drawings.
Mastering the techniques of comparison, analysis, and classification forms universal learning activities for students, develops the ability to make generalizations, and facilitates the inclusion of children in educational activities not only in mathematics lessons, but also in the study of other school subjects.
GEF pays great attention to the work of students with information as one of the most important components of the ability to learn. In this regard, in the system of textbooks "School of Russia" developedspecial navigation system, which allows the student to navigate within the system, as well as go beyond its framework in search of other sources of information.
Undoubtedly, the value of the "School of Russia" system of textbooks lies in the fact that it has characteristics that are very significant for a teacher:fundamentality, reliability, stability, and at the same time openness to new,
compliance with the requirements of the modern information and educational environment. In this connection textbooks on the world around, mathematics and the Russian language supplemented electronic applications, the content of which enhances the motivational and developmental components of the content of the "School of Russia" system.
The system of textbooks for elementary school "School of Russia" successfully combines the best traditions of Russian education and innovations proven by the practice of the educational process. That is why it allows achieving high results corresponding to the tasks of modern education, and is the most popular and understandable for the teacher.
Literature: http://school-russia.prosv.ru/
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EMC "Primary school of the XXI century"built on the same for all subjectsfundamental principles.
1.
Learner-centered learninginvolves: the preservation and support of the individuality of the child; providing opportunities for each child to work at their own pace; creation of conditions for mandatory successful activity; training in the zone of "proximal development", providing timely assistance to each child in case of learning difficulties; creation of conditions for the realization of the creative possibilities of the student.
2.
The nature of learningis considered as the correspondence of the content, forms of organization and means of teaching to the psychological capabilities and characteristics of children of primary school age, providing assistance to students who experience learning difficulties; creation of conditions for the growth of creative potential, the successful development of gifted children. A measure of the difficulty of the content of education for each student, taking into account the pace of his progress in mastering knowledge-skills and universal actions, the level of actual mental development and the stage of learning.
3.
The principle of pedocentrisminvolves the selection of the content of education that is most adequate to the needs of children of this age stage of development, knowledge, skills, universal actions that are most relevant for younger students. This takes into account the need for the child's socialization, his awareness of his place not only in the "children's" world, but also in the school community; mastering new social roles (“I am a student”, “I am a student”) with the gradual expansion of his participation in the “adult” world. It also takes into account the knowledge and experience of the younger student in interacting with peers, with other people, with the environment, the level of awareness of one's belonging to a society of people (rights, duties, social roles).
4.
The principle of cultural conformityallows to provide the student with the best objects of culture from different spheres of the surrounding life (science, art, architecture, folk art, etc.) for learning, which makes it possible to provide integration links between the student's educational and extracurricular activities.
5.
Organization of the learning process in the form of an educational dialogue (dialogue of the educational process)includes the orientation of the teacher to the democratic style of the relationship between teachers and students; giving the child the right to make a mistake, their own opinion, the choice of an educational task and a partner in activities. In elementary school, different forms of organization of education are used, during which children learn to cooperate, to carry out joint educational activities (pair, group, general collective).
6.
Continuity and prospects of education.Establishing successive links between the methodological system of education and preschool, as well as the main link in education.
The TMC system "Primary School of the 21st Century" includes a full set of benefits that ensure the achievement of the requirements of the main educational program of primary general education:programs and textbooks in all subjects of the curriculum of primary general education, study books for them, teaching aids, didactic materials (including electronic educational resources), programs and manuals for extracurricular activities. An integral part of the "Primary School of the XXI century" system are publications that provide a procedure for assessing the achievement of planned results and pedagogical diagnostics.
The program "Primary School of the 21st Century" fully takes into account the age and individual characteristics of students at the stage of primary general education, supports the intrinsic value of this stage as the foundation of all subsequent education.Based on the experience of preschool childhood and laying the foundations for subject knowledge and universal educational activities, the system "Primary School of the 21st Century" ensures continuity with the main educational programs of preschool and basic general education.
WORKING PROGRAM EMC "School of Russia"
around the world
Number of hours per year: 50 hours
Total per week: 1 hour (2 semester - 2 hours)
Level: Basic
EXPLANATORY NOTE
The work program on the surrounding world for Grade 1 was compiled on the basis of the Federal State Educational Standard for Primary General Education (Order of the Ministry of Education and Science of the Russian Federation dated October 6, 2009 No. 373), the main educational program for primary general education of the school, and the exemplary program for the subject "The World around" of the EMC "School of Russia" edited by A.A. Pleshakov.
The most important goals teaching a subject in grade 1 are:
- the formation of a holistic picture of the world and the awareness of a person's place in it on the basis of the unity of rational-scientific knowledge and the child's emotional-valuable comprehension of personal experience of communication with people and nature;
— spiritual and moral development and upbringing of the personality of a Russian citizen in the context of the cultural and confessional diversity of Russian society.
Main tasks implementation of the course content are:
1) the formation of a respectful attitude towards the family, locality, region in which children live, towards Russia, its nature and culture, history and modern life;
2) the child's awareness of the value, integrity and diversity of the world around him, his place in it;
3) formation of a model of safe behavior in everyday life and in various dangerous and emergency situations;
4) formation of psychological culture and competence to ensure effective and safe interaction in society.
The implementation of the goals and objectives in the subject is carried out at the expense of the textbook "The World Around" Grade 1 in 2 parts, author A.A. Pleshakov, workbooks No. 1, No. 2 "The World Around" Grade 1, author A.A. Pleshakov.
50 hours a year, 1 hour a week (the first half of the year) and 2 hours a week (the second half of the year), including the intra-subject educational module "The World Around Us" - based on the textbook by A.A. Pleshakova Atlas - the determinant "From the Earth to the Sky", "Green Pages", for which 11 hours are allotted.
A student is studying in the class according to the adapted basic general education program of primary general education for students with mental retardation (option 7.2.) - Fedor Fomin, for whom educational material is given differentially, taking into account individual characteristics.
The specificity of the course "The World Around" is that, having a pronounced integrative character, it combines natural science, social science, historical knowledge in equal measure and gives the student the material of the natural and social sciences and humanities necessary for a holistic and systematic vision of the world in its most important relationships.
Acquaintance with the principles of natural and social sciences in their unity and interconnections gives the student the key (method) to comprehend personal experience, allowing to make the phenomena of the world around us understandable, familiar and predictable, to find one's place in the immediate environment, to predict the direction of one's personal interests in harmony with the interests of nature and society, thereby ensuring in the future both one's personal and social well-being. The course "The World around" presents children with a wide panorama of natural and social phenomena as components of a single world. In the basic school, this material will be studied differentially in the lessons of various subject areas: physics, chemistry, biology, geography, social science, history, literature and other disciplines. Within the framework of this subject, thanks to the integration of natural-science and social-humanitarian knowledge, the tasks of environmental education and upbringing can be successfully solved, in full accordance with the age characteristics of the younger student. Formation of a system of positive national values, ideals of mutual respect, patriotism, based on the ethno-cultural diversity and general cultural unity of Russian society as the most important national asset of Russia. Thus, the course creates a solid foundation for the study of a significant part of the subjects of the basic school and for the further development of the individual.
Using the knowledge accumulated by natural and social sciences to comprehend the child's personal experience, the course introduces a value scale into the process of comprehending the world, without which it is impossible to form positive goals for the younger generation. The course "The World around" helps the student in the formation of personal perception, emotional, evaluative attitude to the world of nature and culture in their unity, educates morally and spiritually mature, active, competent citizens who are able to assess their place in the world around them and participate in creative activities for the benefit of their native country and planet Earth.
Course value also lies in the fact that in the course of its study, schoolchildren master the basics of practice-oriented knowledge about man, nature and society, learn to comprehend cause-and-effect relationships in the world around them, including on the diverse material of nature and culture of their native land. The course has ample opportunities for the formation of the foundation of environmental and cultural literacy and relevant competencies in junior schoolchildren - the ability to make observations in nature, set up experiments, follow the rules of behavior in the world of nature and people, the rules of a healthy lifestyle. This will allow students to master the basics of adequate natural and cultural behavior in the natural and social environment. Therefore, this course, along with other primary school subjects, plays a significant role in the spiritual and moral development and education of the individual. Forms a vector of cultural and value orientations of a younger student in accordance with domestic traditions of spirituality and morality.
Essential course feature lies in the fact that it lays a substantive basis for the broad implementation of intersubject communications of all disciplines of elementary school. The subject "The World around" uses and thereby reinforces the skills acquired in the lessons of reading, Russian language and mathematics, music and fine arts, technology and physical culture, together with them accustoming children to rational-scientific and emotional-value comprehension of the world around.
General characteristics of the course
next leading ideas:
1) the idea of the diversity of the world;
2) the idea of the integrity of the world;
3) the idea of respect for the world.
In accordance with these leading ideas, new ideas for the practice of primary school are of particular importance in the implementation of the program. student activities, which include:
1) recognition of natural objects with the help of a key atlas specially designed for elementary school;
2) modeling of ecological relations with the help of graphical and dynamic schemes (models);
3) environmental and ethical activities, including an analysis of one's own attitude to the natural world and behavior in it, an assessment of the actions of other people, the development of appropriate norms and rules, which is carried out with the help of a specially designed book for reading on environmental ethics.
Course Content Values
Nature as one of the most important foundations for a healthy and harmonious life of man and society.
Culture as a process and result of human life in all its diversity of forms.
Science as a part of culture, reflecting the human desire for truth, for the knowledge of the laws of the surrounding world of nature and society.
Humanity as a diversity of peoples, cultures, religions.
International cooperation as the basis of peace on Earth.
Patriotism as 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 family as the basis of the spiritual and moral development and education of the individual, the guarantee of the continuity of the cultural and value traditions of the peoples of Russia from generation to generation and the viability of Russian society.
Labor and creativity as distinctive features of a spiritually and morally developed personality.
A healthy lifestyle in the unity of the components: physical, mental, spiritual and socio-moral health.
Moral choice and responsibility of a person in relation to nature, historical and cultural heritage, to himself and others.
Planned learning outcomes around the world in grade 1
understand:
the educational task of the lesson and strive to fulfill it;
-compare, distinguish and describe:
emblem, flag of Russia;
Granite, flint, limestone;
Studied plants;
The appearance of the leaves of some tree;
Deciduous and coniferous trees;
Spruce and pine;
Tree according to the plan;
Fish according to the plan;
Bird according to plan;
Desktop computer and laptop;
Postal items: letters, parcels, parcels;
river and sea;
Vintage and modern bicycles;
The life of an adult and a child;
Drawings of the textbook;
Vegetables and fruits;
Communications and mass media;
simulate:
the shape of the sun;
The structure of fish scales using coins or foil circles;
Computer device;
traffic light device;
the shape of the earth;
Astronaut equipment.
The shape of the constellations.
work in pairs:
Tell about national holidays from photographs;
Tell from photographs about the life of Muscovites - their peers;
Use the information provided to gain new knowledge, distinguish between flowers and inflorescences;
Use the information provided to gain new knowledge about the homeland of indoor plants;
Recognize flower garden plants from photographs;
Recognize insects in figure 4
Recognize the fish in the picture;
Recognize birds in the drawing, identify birds using the atlas - determinant;
Recognize the animals in the picture, identify the animals with the help of an atlas - determinant;
Group household items;
To tell according to the drawing - diagram about the capabilities of the computer;
Formulate street crossing rules;
Consider drawings - diagrams and explain the features of the movement of the Earth;
Cost from split parts a scheme for the delivery of postal items;
Display the sequence of days of the week using cards;
Find inconsistencies in natural phenomena in the drawings of the textbook;
Make assumptions about the place of wintering of birds;
Distinguish between types of clothing depending on its purpose;
Extract information about the bicycle from the textbook;
Model the shape, color, comparative sizes of some stars;
Display a sequence of rainbow colors;
Talk about the rules of preparation for sleep;
Compare antique and modern items (telephones, televisions, radios)
tell:
About the small homeland and Moscow as the capital of Russia;
About the features of your favorite plant;
About the life of the family according to the drawings of the textbook;
According to the drawings, in what cases should you wash your hands;
- (based on the photos in the textbook) about the types of phones;
About my impressions of sailing on the ship;
About my impressions of flying on an airplane;
On human space exploration, based on textbook illustrations;
practical work in a group:
Identify samples of stones from photographs;
Find their parts in plants, show and name them;
Determine indoor plants using the atlas - determinant;
Identify trees using an atlas - determinant;
Explore the structure of birds;
Examine the structure of the fur of animals;
Conduct experiments showing water pollution and its purification;
Make assumptions about the content of illustrations;
Conduct experiments on the study of snow and ice in accordance with the instructions;
Perform tasks, formulate conclusions;
Sort garbage according to the nature of the material;
Tell according to the drawing of the textbook about the types of rain (shower, slant, titnik);
Find information about vitamins in the textbook in accordance with the task;
To acquaint with the safety rules in the bus, trolleybus, tram;
Familiarize yourself with the safety rules and life-saving equipment on the ship and in the plane.
Thematic plan 1 class (50 hours)
| Name of sections and topics | ||
| Introduction | ||
| What and who? | ||
| How, where and where? | ||
| Where and when? | ||
| Why and why? | ||
1 class
Introduction (1 hour)
The world around us, its diversity. Learn to ask questions about the world around you. Our school. Road from home to school. Rules and traffic safety (in particular, concerning pedestrians and passengers of vehicles).
Excursions: Acquaintance with the school. Acquaintance with the road from home to school and safety rules on the way.
What and who? (13 h)
What can be seen in the sky day and night. The sun, its form. Clouds, their composition. The beauty and quirkiness of clouds. Moon and stars. Constellation Ursa Major.
What can you see under your feet. Stones, their diversity (shape, size, color) and beauty. Granite, flint, limestone.
What grows on the windowsill and flower bed. Acquaintance with individual representatives of indoor plants and flower garden plants (at the choice of the teacher).
What is this tree. Recognition of trees in their area by their leaves.
Summer and autumn leaf color. Pine and spruce, their distinction in general appearance, needles, cones.
Plant parts: root, stem, leaf, flower, fruit with seeds. Familiarity with a variety of fruits and seeds.
Who are insects, fish, birds, animals. Acquaintance with a variety of animals, their external structure.
What surrounds us at home. Variety and purpose of household items. Computer, its parts and purpose.
Training in the safe handling of things, a computer, pets. The most important road signs, traffic signals, street crossing rules.
Our Motherland is Russia. Nature, cities, peoples of Russia (on examples at the teacher's choice). Acquaintance with the state symbols of Russia: flag, coat of arms, anthem. Our city (village) is part of a large country.
Planet Earth, its shape. Globe - a model of the Earth. Land and water on Earth. Image of our country on the globe.
Excursions: What is above our heads? What is under our feet? Introduction to flower gardens. What is a zoo?
Practical work: Acquaintance with indoor plants. Acquaintance with deciduous trees of the nearest natural environment. Recognition of the leaves of various trees. Comparative study of pine and spruce. What do different plants have in common? Introduction to the globe.
How, where and where? (9 h)
River and sea. Where do the rivers flow? Fresh and salt water. The path of water to our home.
Sewerage and treatment facilities.
The role of electricity in everyday life. Where does electricity come from in our house? Rules for the safe handling of electrical appliances. Assembly of the simplest electrical circuit (at the discretion of the teacher).
Study of the properties of snow and ice. Where do snow and ice come from?
How do plants and animals live? Acquaintance with the signs of living things and the conditions necessary for the life of organisms. The simplest rules for caring for indoor plants, cats, dogs. Birds flying to the feeder. Taking care of birds in winter.
How does a letter travel? Where do children well-known foods come from, such as chocolate, raisins, honey, etc. (at the discretion of the teacher).
Where do household waste and environmental pollutants come from? How to make the Earth cleaner.
Practical work: Study of the properties of snow and ice. Practicing the simplest techniques for caring for indoor plants. Making a simple bird feeder.
Where and when? (8 h)
The concept of time. Present, past, future. Days of the week and seasons.
Cold and hot regions of the Earth.
Migratory birds. Where do they hibernate and how scientists learned about it.
Representation of the distant past of the Earth. Dinosaurs are amazing animals of the past. How scientists study dinosaurs.
Clothes of people in the past and now.
The history of the bicycle, its device. Bicycle in your life. Bicycle safety rules.
adult professions. Who do you want to become. What might the world be like in the future? Whether it's up to you.
Why and why? (7 pm)
The Sun is the closest star to the Earth. The shape and size of the stars. Constellation Leo. The Moon is a natural satellite of the Earth. Why don't people live on the moon?
Why is it raining and wind blowing. The role of rain and wind in the life of plants, animals, humans.
Sounds of the environment. Why is there an echo? How to take care of your ears.
Colors of rainbow. Why are rainbows multicolored?
Explanation of the names of plants and animals, such as lungwort, touchy, rhinoceros beetle, etc. (at the discretion of the teacher). What do these names say about their owners?
Why is it important to be quiet in the forest? Why you shouldn't pick flowers and catch butterflies.
Variety of vegetables and fruits. Vitamins. Why do you need to wash fruits and vegetables before eating? Why brush your teeth and wash your hands.
Why do we sleep at night. Sleep preparation rules.
Why do we need cars. Vehicle device. Cars in the past and now. What could be the cars of the future.
Train and railroad. Subway trains, suburban trains, long distance trains.
Designation of aircraft. Aircraft device. Aircraft in the past and now.
Appointment of courts. Vessel device. Rescue equipment on the ship.
Why fly into space. Artificial satellites of the Earth, their purpose.
space stations.
Ecology is a science that teaches us to take care of the world around us, our planet. April 22 - Earth Day.
Practical work: The simplest rules of hygiene.
How do we find answers to our questions? The role of observations, experiments, books and other sources of information in the knowledge of the surrounding world.
The personal results of studying the course “The world around us in the 1st grade is the formation of the following skills:
Know the home address, names and patronymics of the parents. Show respect for your family
relatives, love for parents.
Evaluate life situations (people's actions) in terms of generally accepted norms and values: in the proposed situations, mark specific actions that can be assessed as good or bad.
To master the initial skills of adaptation in a dynamically changing and developing world (present, past, future).
Independently determine and express the simplest rules of conduct common to all people (the foundations of universal human moral values). Explain and evaluate specific actions as good or bad.
Use the basic forms of greetings, requests, etc. in relationships with other people; comply with the rules of conduct in public places.
Follow the rules of personal hygiene and safe behavior on the street and at home.
Understand student roles formation of interest in learning;
In the proposed situations, based on simple rules of behavior common to all, make a choice of what act to perform.
Develop ecological and ethical activities - analysis of one's own attitude to the natural world and behavior in it;
Evaluation of the actions of other people in nature).
The meta-subject results of studying the course "The World Around" in the 1st grade is the formation of the following universal learning activities (UUD).
Regulatory UUD:
Determine and formulate the purpose of the activity in the lesson with the help of the teacher.
Speak the sequence of actions in the lesson.
Learn to express your assumption (version) on the basis of working with a textbook illustration.
Learn to work according to the plan proposed by the teacher.
Learn to build a problematic dialogue (situations), collectively solve problematic issues;
Learn to distinguish the right task from the wrong one.
To learn together with the teacher and other students to give an emotional assessment of the activities of the class in the lesson.
Learn the technology of evaluating educational achievements (learning success).
Cognitive UUD:
Navigate in your system of knowledge: to distinguish the new from the already known with the help of a teacher.
Make a preliminary selection of sources of information: navigate in the textbook (on the spread, in the table of contents).
Get new knowledge: find answers to questions using a textbook, your life experience and information obtained in the lesson, complete individual tasks;
Process the information received: draw conclusions as a result of the joint work of the whole class.
Process the information received: compare and group objects and their images.
Model ecological relationships using graphical and dynamic diagrams.
To be able to convey a thought not in a word, but in an image, a model, a drawing - a diagram.
Transform information from one form to another: retell small texts in detail, name their topic.
Communicative UUD:
Communicate your position to others: formulate your thought in oral and written speech (at the level of a sentence or a short text).
Listen and understand the speech of others.
Participate in dialogue in the classroom and in life situations.
Jointly agree on the rules of communication and behavior at school and follow them (the main forms of greeting, request, gratitude, apology, farewell; culture of behavior in public places).
Learn to perform various roles in a group (leader, performer, critic; master role-playing games).
Develop the ability to work in groups and pairs.
Write a short story about what you want to be.
The subject results of studying the course "World around" in the 1st grade is the formation of the following skills.
The name of our planet, native country and its capital; the region where the students live; hometown (village);
State symbols of Russia: flag, coat of arms, anthem;
Public holidays;
Basic (easily determined) properties of air, water;
General conditions necessary for the life of living organisms;
To be able to determine the signs of various objects of nature (color, shape, comparative sizes);
Make observations in nature.
Distinguish objects of nature and products; objects of inanimate and living nature; name their role in human life;
Name the surrounding objects and their relationships;
Name the main features of each season, be able to determine your attitude to the world; know the names of the days of the week;
Develop appropriate norms and rules on environmental ethics;
To carry out feasible activities for the protection of the environment;
Explain the importance of the environment for people;
Groups of plants and animals; trees, shrubs, herbs; insects, fish, birds, animals;
Distinguish the main parts of a plant: root, stem, leaf, flower, fruit with seeds; display them in a figure (diagram);
Distinguish vegetables and fruits;
Follow the simplest rules for caring for indoor plants, pets (cat, dog);
Features of the work of people in the most common professions.
Assess the correctness of behavior in everyday life (rules of communication);
Rules of life safety, traffic: know the safe way from home to school; know the most important road signs, traffic signals, street crossing rules; know the rules of traffic safety (in particular, concerning pedestrians and passengers of vehicles) and observe them;
Purpose of the main means of transportation: car, train, plane, steamer;
Rules for the preservation and promotion of health.
In grade 1, certain subject areas of reality (for example, wildlife, technology, etc.) are not yet distinguished and structured into independent sections of the program.
The first circle of questions, grouped in the topic "What and who?", ensures the formation of children's ideas about the objects of the world around them, their diversity and properties. Preference is given to the closest, to what is available to the direct sensory experience of children. The second circle of questions (the topic "How, where and where?") is the students' knowledge of various processes, phenomena of the surrounding world, both natural and related to human activities. The third circle of questions (the topic "Where and when?") develops children's ideas about space and time, and the fourth (the topic "Why and why?") Provides experience of causal explanation of the phenomena of the surrounding world, determining the goals and meaning of a particular human activity.
Preferred forms of organization of the educational process: frontal, steam room, individual.
The prevailing form of current control is an oral survey, to a lesser extent a written survey.
Logistics of the educational process
Visual aids:
1. natural living benefits - indoor plants; 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. graphic 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 means of visualization is equipment for multimedia demonstrations (computer, media projector, DVD projector, video recorder, etc.) and means of fixing the surrounding world (photo and video camera). Thanks to the Internet and a single collection of digital educational resources, it allows you to provide a visual image for the vast majority of the topics of the course "The World Around".
The course "The World around" provides for a significant number of laboratory and practical work that simulates the phenomena of the natural and social world. Based on 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, instruments, utensils, tools for practical work, as well as a variety of handouts must be presented without fail.
Handouts 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", junior schoolchildren, at an accessible level, master the methods of understanding nature and society, including observation, measurement, and experiment. To do this, the educational process must be equipped with the necessary measuring instruments: scales, thermometers, centimeter rulers, beakers.
An important role belongs to the excursions provided for by the program of the course "The World Around The World", therefore, the equipment of the educational process, if possible, should include excursion equipment, including folding magnifiers, compasses, binoculars, garden scoops, tape measures, etc.
For conducting excursions in the classroom, 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.
Name of objects and means of material and technical support
Computer and information and communication means
Multimedia (digital) tools and educational resources corresponding to the content of training, training programs in the subject
Teaching aids (TUT)
Classroom board with a set of devices for attaching maps and tables.
exposure screen.
Personal Computer.
Multimedia projector
Educational-practical and educational-laboratory equipment
Thermometers for measuring the temperature of air, water.
Medical thermometer.
Clock with synchronized hands.
Microscope (digital if possible).
Laboratory equipment for conducting experiments and demonstrations in accordance with the content of training: for measuring weight (lever scales, spring balances, sets of weights, etc.), studying the properties of sound (tuning forks, headphones, etc.), observing the weather (weather vane, compass, etc.), ecology (filters, food dyes, etc.), measuring instruments (including digital ones), etc.
Wildlife corner equipment: aquarium, terrarium, bird cage, plant and animal care items.
Relief models (plain, hill, mountain, ravine).
Human torso model with internal organs.
Models of traffic lights, road signs, vehicles.
Models of vegetables, fruits, mushrooms, taking into account the content of the training.
CALENDAR AND THEME PLANNING
around the world Grade 1 EMC "School of Russia" (50 hours)
| № p/p | Subject | date |
| Section 1 "Ask Questions" (1h) | ||
| Ask questions! | ||
| Section 2 "What and who?" (13 h) | ||
| What is Motherland? What do we know about the peoples of Russia? | ||
| What do we know about Moscow? | ||
| Project "My small Motherland". | ||
| Module#1 | What is above our heads? What is under our feet? The world around us. M.1 Stones. Learning to identify stones | |
| What do different plants have in common? What grows on the windowsill? What grows in a flower bed? | ||
| What are these leaves? What are needles? | ||
| Module #2. | Who are insects? The world around us M.2. Stones. Learning to identify stones. | |
| Who are the fish? | ||
| Who are the birds? | ||
| Who are the animals? | ||
| What surrounds us at home? What can a computer do? What around us can be dangerous? | ||
| Module #3 | What is our planet like? M.3 Granite and its constituents | |
| We will check ourselves and evaluate our achievements in the section “What and who?” Presentation of the project "My small Motherland" | ||
| Section "How, where and where?" (9 h) | ||
| How is the family? Project "My family". | ||
| Where does our water come from and where does it go? Where does electricity come from in our house? | ||
| How does the letter travel? M.4. Flint, pumice, sandstone, salt. | ||
| Where do rivers flow? Where do snow and ice come from? | ||
| How do plants live? | ||
| Module number 5. | How do animals live? M.5 Peat and coal | |
| How to help birds in winter? | ||
| Where does garbage come from and where does it go? Where is the dirt in the snowballs? | ||
| Let's check ourselves and evaluate our achievements in the section "How, where and where?" Presentation of the project "My family". | ||
| Section "Where and when?" (8 h) | ||
| When is it interesting to study? Project "My class and my school". | ||
| Module #6 | When is Saturday coming? When will summer come? M.6 Limestone with his family. | |
| Where do polar bears live? Where do elephants live? | ||
| Where do birds winter? | ||
| Module #7 | When did the clothes appear? M.7 Stones from which jewelry is made. | |
| When was the bicycle invented? | ||
| When will we become adults? | ||
| Let's check ourselves and evaluate our achievements in the section "Where and when?" Presentation of the project “My class and my school | ||
| Section "Why and what for?" (7 pm) | ||
| Module #8 | Why does the sun shine during the day and the stars at night? M.8 Lesson - excursion to the Amber Museum. Amber products. | |
| Why is the moon different? | ||
| Why is it raining and wind blowing? | ||
| Why is the bell ringing? | ||
| Module number 9. | Why is the rainbow multicolored? M.9 Where amber is mined. | |
| Why do we love cats and dogs? | ||
| Project "My Pets" | ||
| Why don't we pick flowers and catch butterflies? | ||
| Module #10 | Why do we sleep at night? M.10. Where is amber mined? | |
| Why should you eat lots of vegetables and fruits? | ||
| Why brush your teeth and wash your hands? | ||
| Why do we need a telephone and TV? | ||
| Why are cars needed? Why are trains needed? Why do you need to follow safety rules in a car and train? | ||
| Why are ships built? Why are airplanes built? | ||
| Why do you need to follow safety rules on the ship and in the plane? | ||
| Module #10 | Why do people explore space? Project "Stones of the planet earth." | |
| Why do we often hear the word "ecology"? | ||
| Let's check ourselves and evaluate our achievements in the section "Why and why?" Presentation of the project "My Pets" |
The work program on the subject "World around" is developed on the basis of:
Federalstate educational standard of primary general education;
Concepts of spiritual and moral development and education of the personality of a citizen of Russia;
planned results of primary general education (ctaking into account interdisciplinary and intradisciplinary connections, the logic of the educational process, the task of forming the ability to learn in younger students);
exemplary program of A. A. Pleshakov “The world around us”. 1 - 4 classes (EMC "School of Russia");
OU curriculum.
P The program is provided with the following educational kit :
The study of the course "The world around us" in elementary school is aimed at achieving the followinggoals:
- the formation of a holistic picture of the world and the awareness of a person’s place in it on the basis of the unity of rational-scientific knowledge and the child’s emotional-valuable understanding of personal experience of communication with people and nature;
- spiritual and moral development and education of the personality of a citizen of Russia in the conditions of cultural and confessional diversity of Russian society.
Main tasks implementation of the course content are:
1) the formation of a respectful attitude towards the family, locality, region in which children live, towards Russia, its nature and culture, history and modern life;
2) the child's awareness of the value, integrity and diversity of the world around him, his place in it;
3) formation of a model of safe behavior in everyday life and in various dangerous and emergency situations;
4) formation of psychological culture and competence to ensure effective and safe interaction in society.
The specificity of the course "The World Around" is that, having a pronounced integrative character, it combines natural science, social science, historical knowledge in equal measure and gives the student the material of the natural and social sciences and humanities necessary for a holistic and systematic vision of the world in / its most important relationships.
Acquaintance with the principles of the natural and social sciences in their unity and interrelationships gives the student the key (method) to comprehend personal experience, making it possible to make the phenomena of the surrounding world understandable, familiar and predictable, to find their place in the immediate environment, to predict the direction of their personal interests in harmony with the interests of nature and society, thereby ensuring in the future both their personal and social well-being. The course "The World around" presents children with a wide panorama of natural and social phenomena as components of a single world. In the basic school, this material will be studied differentially in the lessons of various subject areas: physics, chemistry, biology, geography, social science, history, literature and other disciplines. Within the framework of this subject, thanks to the integration of natural-science and social-humanitarian knowledge, the tasks of environmental education and upbringing, the formation of a system of positive national values, ideals of mutual respect, patriotism, based on ethno-cultural diversity and the general cultural unity of Russian society as the most important national asset of Russia, can be successfully solved, in full accordance with the age characteristics of a younger student. Thus, the course creates a solid foundation for the study of a significant part of the subjects of the basic school and for the further development of the individual.
Using the knowledge accumulated by the natural and social sciences and the humanities to comprehend the child's personal experience, the course introduces a value scale into the process of comprehending the world, without which it is impossible to form positive goals for the younger generation. The course "The World around" helps the student in the formation of personal perception, emotional, evaluative attitude to the world of nature and culture in their unity, educates morally and spiritually mature, active, competent citizens who are able to assess their place in the world around them and participate in creative activities for the benefit of their native country and planet Earth.
The significance of the course also lies in the fact that in the course of studying it, schoolchildren master the basics of practice-oriented knowledge about man, nature and society, learn to comprehend causal relationships in the world around them, including on the diverse material of nature and culture of their native land. The course has ample opportunities for the formation of the foundation of environmental and cultural literacy and relevant competencies in junior schoolchildren - the ability to make observations in nature, set up experiments, follow the rules of behavior in the world of nature and people, the rules of a healthy lifestyle. This will allow students to master the basics of adequate natural and cultural behavior in the natural and social environment. Therefore, this course, along with other primary school subjects, plays a significant role in the spiritual and moral development and education of the individual, forms the vector of cultural and value orientations of the younger student in accordance with domestic traditions of spirituality and morality.
An essential feature of the course is that it lays a substantive basis for the broad implementation of interdisciplinary connections of all disciplines of elementary school. The subject "The World around" uses and thereby reinforces the skills acquired in the lessons of reading, Russian language and mathematics, music and fine arts, technology and physical culture, together with them accustoming children to rational-scientific and emotional-value comprehension of the world around.
GENERAL CHARACTERISTICS OF THE SUBJECT
The selection of the content of the course "The World Around" was carried out on the basis of the following leading ideas:
1) the idea of the diversity of the world;
2) the idea of the integrity of the world;
3) the idea of respect for the world.
Diversity as a form of existence of the world clearly manifests itself both in the natural and in the social sphere. Based on the integration of natural science, geographical, historical information, a vivid picture of reality is built in the course, reflecting the diversity of nature and culture, types of human activity, countries and peoples. Particular attention is paid to the acquaintance of junior schoolchildren with natural diversity, which is considered both as an independent value and as a condition without which the existence of a person is impossible, the satisfaction of his material and spiritual needs.
The fundamental idea of the integrity of the world is also consistently implemented in the course; its implementation is carried out through the disclosure of various connections: between inanimate nature and living nature, within living nature, between nature and man. In particular, the importance of each natural component in people's lives is considered, the positive and negative human impact on these components is analyzed. Of paramount importance for children to realize the unity of nature and society, the integrity of society itself, the closest interdependence of people is the inclusion in the program of information from the field of economics, history, modern social life, which are present in the program of each class.
Respect for the world is a kind of formula for a new attitude to the environment, based on the recognition of the intrinsic value of the existent, on the inclusion in the moral sphere of the relationship not only to other people, but also to nature, to the man-made world, to the cultural heritage of the peoples of Russia and all mankind.
The method of teaching the course "The World Around" is based on a problem-search approach, which ensures the "discovery" of new knowledge by children and the active development of various ways of knowing the environment. At the same time, a variety of methods and forms of training are used with the use of a system of tools that make up a single information and educational environment. Students conduct observations of natural phenomena and social life, perform practical work and experiments, including research ones, and various creative tasks. Didactic and role-playing games, educational dialogues, modeling of objects and phenomena of the surrounding world are held. Excursions and educational walks, meetings with people of various professions, organization of feasible practical activities for environmental protection and other forms of work that ensure direct interaction of the child with the outside world are important for the successful solution of the objectives of the course. Classes can be held not only in the classroom, but also on the street, in the forest, park, museum, etc. The organization of student project activities, which is provided for in each section of the program, is very important for achieving the planned results.
In accordance with the above-mentioned leading ideas, the types of activities of students that are new to the practice of elementary school are of particular importance in the implementation of the program, which include: 1) recognition of natural objects using a key atlas specially designed for elementary school; 2) modeling of ecological relations with the help of graphical and dynamic schemes (models); 3) environmental and ethical activities, including an analysis of one's own attitude to the natural world and behavior in it, an assessment of the actions of other people, the development of appropriate norms and rules, which is carried out with the help of a specially designed book for reading on environmental ethics.
The training course "The World Around" occupies a special place among the primary school subjects. Figuratively speaking, this is what is “always with you”, since children's knowledge of the world around them is not limited to the lesson. It continues constantly at school and beyond its walls. The training course itself is a kind of system-forming core of this process. That is why it is important that work with children begun in the classroom continues in one form or another even after they finish, in extracurricular activities. The teacher should also strive to ensure that parents of students in everyday communication with their children support their cognitive initiatives awakened in the classroom. It can also be specific tasks for home experiments and observations, reading and receiving information from adults.
THE PLACE OF THE SUBJECT IN THE CURRICULUM
For the study of the course "The world around us" in each grade of elementary school, 2 hours per week are allotted. The program is designed for 270 hours: Grade 1 - 66 hours (33 academic weeks), Grades 2, 3 and 4 - 68 hours each (34 academic weeks).
VALUE REFERENCES OF THE SUBJECT CONTENT
Nature as one of the most important foundations for a healthy and harmonious life of man and society.
Culture as a process and result of human life in all its diversity of forms.
Science as a part of culture, reflecting the human desire for truth, for the knowledge of the laws of the surrounding world of nature and society.
Humanity as a diversity of peoples, cultures, religions. in International cooperation as the basis of peace on Earth.
Patriotism as 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 family as the basis of the spiritual and moral development and education of the individual, the guarantee of the continuity of the cultural and value traditions of the peoples of Russia from generation to generation and the viability of Russian society.
Labor and creativity as distinctive features of a spiritually and morally developed personality.
A healthy lifestyle in the unity of its components: physical, mental, spiritual and socio-moral health.
The moral choice and responsibility of a person in relation to nature, historical and cultural heritage, to himself and the people around him.
Technologies used in the work:
Technology of the activity method.
Problem learning technology.
Technology for evaluating the student's educational progress.
Information and communication.
Gaming.
Health saving.
Forms of work:
a lesson as a form of educational activity for setting and solving educational problems;
an educational lesson as a form of educational activity for building an individual children's action;
advisory lesson as a form of educational activity to resolve the problems of a younger student;
home independent work as a form of educational activity for the construction of individual educational routes.
Teaching methods:
1. Verbal teaching methods: explanation, story, conversation, work with the help of a textbook or book.
2. Visual teaching methods: demonstration of visual aids, observation, demonstration of educational videos, work with an interactive whiteboard.
3.Practical teaching methods: written and oral exercises, work with a map, laboratory work, graphics.
Types and types of lessons:
combined lesson;
discovery of new knowledge;
general lesson;
consolidation lesson;
non-traditional forms of lessons: integrated, lesson-game, lesson-excursion, practical lesson, lesson-presentation, lesson-project, tournament of experts, lesson-quiz, TV show, correspondence tour, lesson-gift from the magician, live newspaper, oral journal;
work with educational and popular science texts, with didactic drawings or illustrations, with symbols, tables and diagrams, with various models;
conducting phenological observations;
implementation of practical work and mini-research;
modeling of objects and processes;
didactic games;
lessons in museums;
lessons on the streets of the city;
travel lessons;
lessons with research elements;
short-term excursions.
Lesson organization forms:
collective;
frontal;
group;
individual work;
work in pairs.
PERSONAL, META-SUBJECT AND SUBJECT RESULTS OF MASTERING
SUBJECT
Mastering the course "World around" makes a significant contribution to the achievementpersonal results primary education, namely:
1) the formation of the foundations of Russian civic identity, a sense of pride in their homeland, the Russian people and the history of Russia, awareness of their ethnic and national identity; formation of values of the multinational Russian society; the formation of humanistic and democratic value orientations;
2) the formation of a holistic, socially oriented view of the world in its organic unity and diversity of nature, peoples, cultures and religions;
3) the formation of a respectful attitude towards a different opinion, history and culture of other peoples;
4) mastering the initial skills of adaptation in a dynamically changing and developing world;
5) acceptance and development of the social role of the student, the development of motives for learning activities and the formation of the personal meaning of learning;
6) development of independence and personal responsibility for one's actions, including in information activities, based on ideas about moral standards, social justice and freedom;
7) the formation of aesthetic needs, values and feelings;
8) development of ethical feelings, goodwill and emotional and moral responsiveness, understanding and empathy with the feelings of other people;
9) development of skills of cooperation with adults and peers in different social situations, the ability not to create conflicts and find ways out of contentious situations;
10) the formation of an attitude towards a safe, healthy lifestyle, the presence of motivation for creative work, work for results, respect for material and spiritual values.
The study of the course "The World Around" plays a significant role in achievingmetasubject results primary education such as:
1) mastering the ability to accept and maintain the goals and objectives of educational activities, the search for means of its implementation;
2) mastering ways to solve problems of a creative and exploratory nature;
3) the formation of the ability to plan, control and evaluate educational activities in accordance with the task and the conditions for its implementation; determine the most effective ways to achieve results;
4) the formation of the ability to understand the reasons for the success / failure of educational activities and the ability to act constructively even in situations of failure;
5) mastering the initial forms of cognitive and personal reflection;
6) the use of sign-symbolic means of presenting information to create models of the objects and processes under study, schemes for solving educational and practical problems;
7) active use of speech means and means of information and communication technologies (ICT) for solving communicative and cognitive tasks;
8) the use of various methods of searching (in reference sources and open educational information space on the Internet), collecting, processing, analyzing, organizing, transmitting and interpreting information in accordance with the communicative and cognitive tasks and technologies of the subject "World around";
9) mastering the logical actions of comparison, analysis, synthesis, generalization, classification according to generic characteristics, establishing analogies and cause-and-effect relationships, constructing reasoning, referring to known concepts;
10) willingness to listen to the interlocutor and conduct a dialogue; readiness to recognize the possibility of the existence of different points of view and the right of everyone to have their own; express your opinion and argue your point of view and assessment of events;
11) definition of a common goal and ways to achieve it; the ability to agree on the distribution of functions and roles in joint activities; exercise mutual control in joint activities, adequately assess their own behavior and the behavior of others;
12) mastering the initial information about the essence and characteristics of objects, processes and phenomena of reality (natural, social, cultural, technical, etc.) in accordance with the content of the subject "World around";
13) mastering the basic subject and interdisciplinary concepts that reflect the essential connections and relationships between objects and processes;
14) the ability to work in the material and information environment of primary general education (including with educational models) in accordance with the content of the subject "World around".
When studying the course "The world around us" the following are achieved:subject results:
1) understanding the special role of Russia in world history, fostering a sense of pride in national achievements, discoveries, victories;
2) the formation of a respectful attitude towards Russia, the native land, one's family, history, culture, nature of our country, its modern life;
3) awareness of the integrity of the surrounding world, mastering the basics of environmental literacy, elementary rules of moral behavior in the world of nature and people, norms of health-saving behavior in the natural and social environment;
4) mastering the available ways of studying nature and society (observation, recording, measurement, experience, comparison, classification, etc. with obtaining information from family archives, from people around, in an open information space);
5) development of skills to establish and identify causal relationships in the surrounding world.
SUBJECT CONTENT
Human and nature
Nature is what surrounds us, but is not created by man. Natural objects and objects created by man. Inanimate and living nature. Signs of objects (color, shape, comparative sizes, etc.). Examples of natural phenomena: change of seasons, snowfall, leaf fall, bird flights, change, time of day, dawn, sunset, wind, rain, thunderstorm.
Substance is what all natural objects and objects consist of. variety of substances in the environment. Examples of substances: salt, sugar, water, natural gas. Solids, liquids, gases. The simplest practical work with substances, liquids, gases.
Stars and planets. The sun is the closest star to us, a source of light and heat for all life on Earth. Earth - a planet, a general idea of the shape and size of the Earth. Globe as a model of the Earth. Geographic map and plan. Continents and oceans, their names, location on the globe and map. The most important natural objects of their country, region. Location orientation. Compass.
Change of day and night on Earth. The rotation of the Earth as the cause of the change of day and night. Seasons, their features (based on observations). The revolution of the Earth around the Sun as the cause of the change of seasons. Change of seasons in the native land based on observations.
Weather, its components (air temperature, cloudiness, precipitation, wind). Monitoring the weather in your area. Weather forecasting and its importance in people's lives.
Forms of the earth's surface: plains, mountains, hills, ravines (general representation, symbolic designation of plains and mountains on the map). Features of the surface of the native land (a brief description based on observations).
Water wealth, their diversity (ocean, sea, river, lake, pond); human use. Water wealth of the native land (names, brief description based on observations).
Air is a mixture of gases. Air properties. The value of air for plants, animals, humans.
Water. Water properties. The state of water, its distribution in nature, the importance for living organisms and human economic life. The water cycle in nature.
Rocks and minerals. Minerals, their importance in the human economy, people's careful attitude to minerals. Minerals of the native land (2-3 examples).
Soil, its composition, significance for wildlife and for human economic life.
Plants and their variety. Plant parts (root, stem, leaf, flower, fruit, seed). The conditions necessary for the life of a plant (light, heat, air, water). Observation of plant growth, fixing changes. Trees, shrubs, herbs. Wild and cultivated plants. The role of plants in nature and human life, the careful attitude of man towards plants. Plants of the native land, names and a brief description based on observations.
Mushrooms, their diversity, importance in nature and human life; edible and poisonous mushrooms. Mushroom rules.
Animals, their diversity. Conditions necessary for the life of animals (air, water, heat, food). Insects, fish, birds, animals, their differences. Features of nutrition of different animals (carnivores, herbivores, omnivores). Reproduction of animals (for example, insects, fish, birds, animals). Wild and domestic animals. The role of animals in nature and human life, the careful attitude of man towards animals. Animals of the native land, names, a brief description based on observations.
Forest, meadow, reservoir - the unity of living and inanimate nature (sunlight, air, water, soil, plants, animals). Circulation of matter. Relationships in the natural community: plants - food and shelter for animals; animals - distributors of fruits and seeds of plants. Human impact on natural communities. Natural communities of the native land (2-3 examples based on observations).
Natural zones of Russia: general idea, main natural zones (natural conditions, flora and fauna, peculiarities of work and life of people, human influence on the nature of the studied zones, nature protection).
Man is part of nature. Dependence of human life on nature. Ethical and aesthetic significance of nature in human life. Positive and negative impact of human activities on nature (including the example of the surrounding area). Ecological problems and ways to solve them. Rules of conduct in nature. Protection of natural resources: water, air, minerals, flora and fauna. Reserves, national parks, their role in nature protection. The Red Book of Russia, its meaning, individual representatives of plants and animals of the Red Book. Active participation in nature conservation. The personal responsibility of each person for the preservation of nature.
World heritage. International Red Book. International environmental organizations (2-3 examples). International Ecological Days, their significance, participation of children in their implementation.
General idea of the structure of the human body. Organ systems (musculoskeletal, digestive, respiratory, circulatory, nervous, sensory organs), their role in the life of the body. Hygiene of organ systems. Measurement of human body temperature, pulse rate. The personal responsibility of each person for the state of his health and the health of the people around him. Attention, care, respect for people with disabilities.
Human and society
Society - a set of people who are united by a common culture and are connected with each other by joint activities in the name of a common goal. Spiritual, moral and cultural values are the basis of the viability of society.
Man is a member of society, the bearer and creator of culture. Understanding how the culture of society and each of its members develops and develops. A general idea of the contribution to the culture of mankind of the traditions and religious beliefs of different peoples. The relationship of a person with other people. The culture of communication with representatives of different nationalities, social groups: showing respect, mutual assistance, the ability to listen to other people's opinions. The inner world of man: a general idea of human properties and qualities.
The family is the closest environment of a person. Family traditions. Relationships in the family and mutual assistance of family members. Providing assistance to adults. Caring for children, the elderly, the sick is the duty of every person. Family household. Pedigree. Names and surnames of family members. Genealogical tree charting, family history. Spiritual and moral values in the family culture of the peoples of Russia and the world.
Junior student. Rules of conduct at school, in the classroom. Appeal to the teacher. Cool, school team, joint study, games, recreation. Drawing up the daily routine of the student.
Friends, relationships between them; the value of friendship, harmony, mutual assistance. Rules for relationships with adults, peers, culture of behavior at school and other public places. Attention to peers, classmates who do not speak Russian well, help them in orienting themselves in the learning environment and the environment.
Economy, its components: industry, agriculture, construction, transport, trade. Goods and services. The role of money in the economy. State and family budget. Ecological consequences of economic activity of people. The simplest ecological forecasts. Building a secure economy is one of the most important tasks of society.
Natural resources and human labor are the basis of the economy. The value of labor in human life and society. Diligence as a socially significant value in the culture of the peoples of Russia and the world. Professions of people. Personal responsibility of a person for the results of his work and professional skills.
Public transport. Transportation of the city or village. Land, air and water transport. Rules for the use of transport. Communication means: post, telegraph, telephone, e-mail.
Mass media: radio, television, press, Internet. Selectivity in the use of the media in order to maintain spiritual and moral health.
Our Motherland is Russia, the Russian Federation. Value-semantic content of the concepts: Motherland, Fatherland, Fatherland. State symbols of Russia: State emblem of Russia, State flag of Russia, State anthem of Russia; rules of conduct when listening to the anthem. Constitution - The Basic Law of the Russian Federation. The rights of the child.
The President of the Russian Federation is the head of state. Responsibility of the head of state for the social and spiritual and moral well-being of citizens.
A holiday in the life of society as a means of strengthening social solidarity and strengthening spiritual and moral ties between compatriots. New Year, Christmas, Defender of the Fatherland Day, March 8, Spring and Labor Day, Victory Day, Russia Day, Children's Day, National Unity Day, Constitution Day. Making a poster or wall newspaper for a public holiday.
Russia on the map, the state border of Russia.
Moscow is capital of Russia. Shrines of Moscow - shrines of Russia. Sights of Moscow: the Kremlin, Red Square, the Bolshoi Theater, etc. Characteristics of individual historical events associated with Moscow (foundation of Moscow, construction of the Kremlin, etc.). Coat of arms of Moscow. Location of Moscow on the map.
Cities of Russia. St. Petersburg: attractions (Winter Palace, monument to PeterI- The Bronze Horseman, drawbridges across the Neva, etc.), cities of the Golden Ring of Russia (optional). Shrines of the cities of Russia.
Russia is a multinational country. The peoples inhabiting Russia, their customs, characteristic features of life (optional). The main religions of the peoples of Russia: Orthodoxy, Islam, Judaism, Buddhism. Respect for one's own and other peoples, their religion, culture, history. Conducting a sports festival based on traditional children's games of the peoples of their region.
Native land is a part of Russia. Hometown (village), region (region, territory, republic): name, main sights; museums, theaters, sports complexes, etc. Features of the work of people of their native land, their professions. Names of different peoples living in a given area, their customs, characteristic features of life. Important information from the history of the native land. Shrines of the native land. Celebration of the day of memory of an outstanding fellow countryman.
The history of homeland. Counting years in history. The most important and striking events in the social and cultural life of the country in different historical periods: Ancient Rus', Muscovy, the Russian Empire, the USSR, the Russian Federation. Pictures of life, work, spiritual, moral and cultural traditions of people in different historical times. Outstanding people of different eras as carriers of basic national values. Protection of historical and cultural monuments. Feasible participation in the protection of historical and cultural monuments of their region. The personal responsibility of each person for the preservation of the historical and cultural heritage of his region.
countries and peoples of the world. General idea of the diversity of countries, peoples, religions on Earth. Acquaintance with several countries: name, location on the political map, capital, main attractions. Careful attitude to the cultural heritage of mankind is the duty of the whole society and every person.
Rules for a safe life
The value of health and a healthy lifestyle.
The daily routine of the student, the alternation of work and rest in the daily routine; personal hygiene. Physical culture, hardening, outdoor games as a condition for maintaining and strengthening health.
The personal responsibility of each person for the preservation and strengthening of his physical and moral health. Emergency telephone numbers. First aid for minor injuries (bruise, cut, burn), frostbite, overheating.
The road from home to school, the rules of safe behavior on the roads, in the forest, on the pond at different times of the year. Fire safety rules, basic rules for handling gas, electricity, water. Dangerous places in the apartment, house and its surroundings (balcony, window sill, elevator, construction site, wasteland, etc.). Safety rules when dealing with strangers.
Rules for safe behavior in nature. Safety rules for handling cats and dogs.
Environmental Safety. Household water filter, its design and use.
Concern for the health and safety of the people around is the moral duty of every person.
EDUCATIONAL AND THEMATIC PLAN
1 CLASS
3rd class
4TH GRADE
PLANNED RESULTS1 class
PERSONAL RESULTS
the primary idea of civic identity in the form of awareness of "I" as a young citizen of Russia, at the same time aware of his belonging to a certain ethnic group;
the ability to use positive vocabulary that conveys positive feelings about their homeland;
the primary idea of the values of the multinational Russian society (the image of the Motherland as a family of different peoples, the image of Moscow as a spiritual value important for different peoples);
value ideas about their family and their small homeland;
primary ideas about changing a person and the world around him over time, mastering the initial skills of adaptation in a changing world based on ideas about the development of technology, including electronic;
an idea of the new social role of the student, the rules of school life (be ready for the lesson, take care of school supplies - a textbook, workbook, etc.);
positive attitude towards school and learning activities;
the primary idea of personal responsibility for one's actions through a careful attitude to nature and the surrounding world as a whole;
aesthetic feelings, impressions from the perception of objects and phenomena of the surrounding world;
ethical feelings, emotional and moral responsiveness based on interaction with other people and with nature, a friendly attitude towards peers, the desire to listen to the opinions of classmates;
the need for cooperation with adults and peers based on interaction when performing joint tasks;
initial setting for a safe, healthy lifestyle through identifying the potential danger of surrounding objects, familiarization with safety rules at home, when crossing the street, in transport, understanding the importance of proper preparation for sleep, proper nutrition, and hygiene procedures;
careful attitude to material and spiritual values through acquaintance with the work of people of different professions.
META-SUBJECT RESULTS
Regulatory
The student will learn:
understand and accept the learning task formulated by the teacher;
save the learning task of the lesson (reproduce it during the lesson at the request of the teacher);
highlight known knowledge and skills from the topic of the lesson;
plan your statement (think about what to say first and what to say later);
plan your actions at individual stages of the lesson (goal setting, problem situation, work with information, etc. at the discretion of the teacher);
check the performance of the work according to the algorithm given in the textbook or workbook;
exercise control, correction and evaluation of the results of their activities, using the "Pages for self-examination";
fix at the end of the lesson the satisfaction / dissatisfaction with their work in the lesson (with the help of the means proposed by the teacher), have a positive attitude towards their successes / failures.
cognitive
The student will learn:
understand and interpret the conventions and symbols used in the textbook to convey information (conditional
designations, highlighting, framing
etc. );
find and highlight, under the guidance of a teacher, the necessary information from texts, illustrations, textbooks, etc.;
understand textbook diagrams by conveying the contents of the diagram
in verbal form;
understand the content of the text, interpret the meaning, apply the information received when completing the tasks of the textbook, workbook or suggested by the teacher;
analyze the objects of the surrounding world with the selection of distinctive features;
compare and classify objects according to specified criteria;
establish elementary causal relationships;
show individual creative abilities when making drawings, diagrams, preparing messages, etc.;
place the objects, events and phenomena under consideration on the scale of relative time "before - now".
Communicative
The student will learn:
engage in dialogue with the teacher and peers;
negotiate and come to a common decision;
express your opinion and argue your point of view;
integrate into a peer group, show a desire to get along with interlocutors, not to demonstrate superiority over others, communicate politely;
understand and accept, together with peers, the task of group work (work in pairs), distribute functions in a group (pair) when performing tasks;
prepare short messages with the help of adults (parents, GPA educator, etc.) on the topic of the project.
SUBJECT RESULTS
The student will learn:
correctly name the native country, native city, village (small homeland);
distinguish the flag and coat of arms of Russia;
to recognize some sights of the capital;
call by their first names, patronymics and surnames of their family members;
conduct observations in the world with the help of an adult;
conduct experiments with water, snow and ice;
to distinguish the studied objects of nature (stones, plants, animals, constellations);
distinguish between vegetables and fruits;
determine plants and animals using the identification atlas;
describe according to the plan a tree, fish, bird, your pet (cat, dog);
compare plants, animals, assign them to certain groups;
compare river and sea;
use the globe to get acquainted with the shape of our planet;
find cold and hot regions on the globe;
to distinguish between animals of cold and hot regions;
make models of the Sun, stars, constellations, the Moon;
distinguish past, present and future;
name the days of the week and seasons in the correct order;
correlate the seasons and months;
find some relationships in the world around;
explain the causes of rain and wind;
list the colors of the rainbow in the correct order;
take care of indoor plants, animals of a living corner;
make simple feeders and feed the birds;
separately collect garbage in everyday life;
observe the rules of behavior in nature;
properly prepare for bed, brush your teeth and wash your hands;
choose clothes for different occasions;
properly handle electricity and electrical appliances;
correctly cross the street;
observe the rules of safe cycling;
distinguish between modes of transport;
observe safety rules in transport.
PLANNED RESULTS
Grade 2
PERSONAL RESULTS
The student will have:
a deeper understanding of civic identity in the form of awareness of "I" as a young citizen of Russia, the owner and bearer of the state language of the Russian Federation - the Russian language;
ideas about the connections between the studied objects and the phenomena of reality (in nature and society);
the idea of the need for a careful, respectful attitude to the culture of different peoples of Russia, acting in the form of a national language, national clothes, traditional activities and festive customs;
mastering the initial skills of adaptation in a changing world based on ideas about seasonal changes in nature and people's lives;
understanding and acceptance of the norms and rules of school life, the internal position of the student at the level of a positive attitude towards the subject "World around";
cognitive motives of educational activity, understanding how the knowledge and skills acquired in the lessons of the world around can be useful in life;
an idea of personal responsibility for one's actions based on an understanding of their consequences and through the practice of caring for plants, animals, people around;
aesthetic feelings, impressions through the perception of pictures of nature, architectural structures and other sights of Moscow, St. Petersburg, other cities of Russia and different countries;
ethical feelings and norms based on ideas about the relationship of people in the family, family traditions, one's ancestry, awareness of the values of friendship, harmony, mutual assistance, as well as through the development of environmental ethics;
the ability to cooperate with adults and peers on the basis of interaction in the performance of joint tasks, including educational projects;
installation on a safe, healthy lifestyle based on ideas about the structure and work of the human body, the daily routine, the rules of personal hygiene, the rules of safe behavior at home, on the street, in the natural environment, in contact with strangers;
careful attitude to material and spiritual values through identifying links between sectors of the economy, building elementary production chains, understanding the contribution of the labor of people of different professions to the creation of material and spiritual values.
META-SUBJECT RESULTS
Regulatory
The student will learn:
understand and accept the learning task formulated jointly with the teacher;
save the learning task of the lesson (reproduce it at a certain stage of the lesson when completing the task at the request of the teacher);
plan your statement (arrange a sequence of sentences to reveal the topic);
plan the sequence of operations at individual stages of the lesson;
fix at the end of the lesson satisfaction / dissatisfaction with their work in the lesson (using the means proposed by the teacher), objectively relate to their successes / failures;
evaluate the correctness of the assignments using the "Pages for self-examination" and the assessment scales proposed by the teacher;
correlate the performance of the work with the algorithm compiled jointly with the teacher;
control and correct their behavior in relation to peers in the course of joint activities.
cognitive
The student will learn:
understand and interpret conventional signs and symbols used in the textbook and workbooks to convey information;
find and highlight with the help of adults the information necessary to complete tasks from various sources;
use diagrams to complete tasks, including application diagrams, drawing diagrams;
understand the content of the text, interpret the meaning, record the information received in the form of records, drawings, photographs, tables;
analyze objects of the surrounding world, diagrams, drawings with the selection of distinctive features;
compare objects according to specified criteria (according to the standard, to the touch, in appearance);
to carry out the synthesis of objects when working with application schemes;
establish causal relationships between phenomena;
build a reasoning (or proof of one's point of view) on the topic of the lesson in accordance with age norms;
show individual creative abilities when making drawings, drawings-symbols, conventional signs, preparing messages, illustrating stories;
to model objects, phenomena and connections in the surrounding world (including connections in nature, between sectors of the economy, production chains).
Communicative
The student will learn:
engage in collective discussion of issues with the teacher and peers;
formulate answers to questions;
negotiate and come to a common decision when performing tasks;
express a motivated judgment on the topic of the lesson (based on their experience and in accordance with age norms);
maintain friendly communication with each other during the performance of the task;
admit your mistakes, voice them, agree if others point out mistakes;
use polite words in case of being wrong, “I’m sorry”, “I’m sorry, I didn’t mean to offend you”, “Thank you for the remark, I will definitely take it into account”, etc .;
understand and accept the task of joint work (pair, group), distribute roles in the performance of tasks;
build a monologue statement, own a dialogic form of speech (taking into account age characteristics, norms);
prepare short messages, project assignments with the help of adults;
write short stories on a given topic.
SUBJECT RESULTS
The student will learn:
find on the map the Russian Federation, Moscow - the capital of Russia;
name the subject of the Russian Federation in which the city (village) where students live is located;
to distinguish between the state symbols of Russia - the flag, coat of arms, anthem;
give examples of the peoples of Russia;
compare city and countryside, urban and rural houses;
to distinguish between objects of nature and objects of the man-made world;
evaluate the attitude of people to the world around them;
distinguish between objects and phenomena of inanimate and living nature;
find connections in nature, between nature and man;
conduct observations and experiment;
measure the temperature of air, water, human body;
determine objects of nature using the atlas-determinant;
compare objects of nature, divide them into groups;
take care of indoor plants and animals of the living corner;
find the necessary information in the textbook and additional literature;
observe the rules of behavior in nature, read and draw environmental signs;
distinguish the components of the economy, explain their relationship;
trace production chains, depict them using models;
recognize various construction machines and materials, explain their purpose;
distinguish between modes of transport;
give examples of cultural and educational institutions;
determine the professions of people from photographs and descriptions, find relationships between the work of people of various professions;
distinguish between the external and internal structure of the human body;
correctly build a daily routine, observe the rules of personal hygiene;
observe the rules of safe behavior on the street and at home, on the water and in the forest;
to distinguish between the main road signs necessary for a pedestrian;
observe the basic rules of fire safety;
behave properly when dealing with strangers;
assess the nature of relationships between people in the family,
at school, among peers;
give examples of family traditions;
observe the rules of courtesy when communicating with adults and peers, the rules of cultural behavior at school and other public places;
distinguish sides of the horizon, designate them on the diagram;
navigate the terrain in different ways;
to distinguish the forms of the earth's surface, to compare a hill and a mountain;
distinguish water objects, recognize them by description;
find and show continents and oceans on the globe and world map;
distinguish between physical and political maps, find and show different countries on the political map of the world.
PLANNED RESULTS
3rd grade
PERSONAL RESULTS
The student will have:
mastering the basics of a person's civic identity in the form of awareness of the "I" as a citizen of Russia, who knows and loves its nature and culture;
manifestation of a sense of pride in their homeland, including through acquaintance with the historical and cultural heritage of the cities of the Golden Ring of Russia;
the formation of humanistic and democratic value orientations on the basis of acquaintance with the historical and cultural heritage and modern life of different countries, including countries of foreign Europe;
a holistic view of the world in the unity of nature, peoples and cultures through a consistent consideration of the relationships in the world around us, including in nature, between nature and man, between different countries and peoples;
respectful attitude to other opinions, history and culture of other peoples on the basis of acquaintance with the diversity of countries and peoples on Earth, identifying common and different in the political structure of states;
formation of initial skills of adaptation in the world through the development of the basics of safe life, the rules of behavior in the natural and social environment;
the internal position of the student at the level of awareness and acceptance of the model of a responsible student; motives of educational activity (educational, cognitive, social);
awareness of the personal meaning of teaching as a condition for successful interaction in the natural environment and society;
awareness of personal responsibility for one's actions, including in relation to one's own health and the health of others, to objects of nature and culture;
aesthetic feelings, impressions through the perception of nature in its diversity, acquaintance with architectural structures, historical and cultural monuments of cities in Russia and around the world;
ethical feelings and norms based on ideas about the inner world of a person, his spiritual wealth, as well as through the development of environmental ethics;
the ability to cooperate with adults and peers in various social situations (when running a household, using personal money, observing the rules of environmental safety in the family), a friendly attitude towards others, conflict-free behavior, the desire to listen to other people's opinions, including during project and extracurricular activities;
installation on a safe, healthy lifestyle based on knowledge about human organ systems, hygiene of organ systems, rules of conduct in dangerous situations (in an apartment, house, on the street, in the surrounding area, in nature), environmental safety rules in everyday life;
motivation for creative work, work for results, careful attitude to material and spiritual values in the course of mastering knowledge from the field of economics.
META-SUBJECT RESULTS
Regulatory
The student will learn:
understand the learning task formulated independently and specified by the teacher;
save the learning task of the lesson (independently reproduce it in the course of work at various stages of the lesson);
highlight known and unknown knowledge and skills from the topic of the lesson;
plan your statement (build a sequence of sentences to reveal the topic, give examples);
plan your actions during the lesson;
at the end of the lesson, record satisfaction / dissatisfaction with their work in the lesson (using tools developed jointly with the teacher); be objective about your successes/failures;
evaluate the correctness of the assignments, using the "Pages for self-examination" and the criteria set by the teacher;
correlate the performance of the work with the algorithm and the result;
control and correct their behavior in accordance with established rules;
set new learning goals in cooperation with the teacher.
cognitive
The student will learn:
understand and interpret conventional signs and symbols used in the textbook, workbooks and other components of the teaching materials for the transmission of information;
to highlight essential information from the literature of different types (reference and scientific-cognitive);
use sign-symbolic means, including elementary models and schemes for solving educational problems;
understand the content of the text, interpret the meaning, record the information received in the form of diagrams, drawings, photographs, tables;
analyze objects of the surrounding world, tables, diagrams, diagrams, drawings with the selection of distinctive features;
classify objects according to specified (main) criteria;
compare objects on various grounds;
to carry out the synthesis of objects in the preparation of food chains, schemes of the water cycle in nature, schemes of the circulation of substances, etc .;
establish causal relationships between phenomena, objects;
build a reasoning (or proof of one's point of view) on the topic of the lesson in accordance with age norms;
show individual creative abilities when making drawings, symbols, preparing messages, illustrating stories, etc.;
Simulate various situations and natural phenomena (including the water cycle in nature, the cycle of substances).
Communicative
The student will learn:
engage in dialogue and collective discussion with the teacher and peers, problems and questions;
formulate answers to questions;
listen to a partner in communication and activities, do not interrupt, do not cut off in mid-sentence, delve into the meaning of what the interlocutor is talking about;
negotiate and come to a common decision in joint activities;
express a motivated, reasoned judgment on the topic of the lesson;
show a desire to get along with interlocutors, focus on the position of a partner in communication;
use polite words in case of being wrong, “I’m sorry”, “I’m sorry, I didn’t mean to offend you”, “Thank you for the remark, I will definitely take it into account”, etc .;
build a monologue statement, own a dialogic form of speech (taking into account age characteristics, norms);
prepare messages, photo stories, projects with the help of adults;
productively resolve conflicts on the basis of taking into account the interests of all its participants.
SUBJECT RESULTS
The student will learn:
find on the map the cities of the Golden Ring of Russia, give examples of the sights of these cities;
be aware of the need for careful attitude to historical and cultural monuments;
find on the map countries - Russia's neighbors and their capitals;
determine and briefly characterize the place of a person in the world around him;
realize and reveal the value of nature for people, the need for a responsible attitude to nature;
distinguish between a person's appearance and his inner world, observe and describe the manifestations of a person's inner world;
distinguish between bodies, substances, particles, describe the studied substances;
conduct observations and experiment using laboratory equipment;
explore through experiments the properties of air, water, soil composition, simulate the water cycle in nature;
classify objects of wildlife, classifying them
to certain kingdoms and other studied groups;
use the atlas-determinant for recognition of natural objects;
discover relationships in nature, between nature and man, depict them with the help of diagrams, models and use them to explain the need for respect for nature;
give examples of plants and animals from the Red Book of Russia;
use the texts and illustrations of the textbook, other sources of information to find answers to questions, explanations, prepare your own messages about nature;
establish a relationship between the structure and work of various organs and systems of human organs;
use knowledge about the structure and life of the human body to maintain and strengthen their health;
provide first aid in case of minor accidents;
develop correct posture;
follow the rules of rational nutrition, hardening, disease prevention;
understand the need for a healthy lifestyle and follow the relevant rules;
behave properly in case of fire, water supply failure, gas leak;
observe the safety rules on the streets and roads, distinguish between road signs of different groups, follow their instructions;
understand which places around us can be especially dangerous, anticipate hidden danger and avoid it;
observe the rules of safe behavior in nature;
understand what environmental safety is, follow the rules of environmental safety in everyday life;
reveal the role of the economy in our life;
be aware of the importance of natural resources in human economic activity, the need for careful attitude to natural resources;
distinguish between sectors of the economy, discover the relationship between them;
understand the role of money in the economy, distinguish between the monetary units of some countries;
explain what the state budget is, be aware of the need to pay taxes by citizens of the country;
understand how the household is run;
discover the links between the economy and ecology, build the simplest environmental forecasts;
tell on the map about different countries, supplement this information with information from other sources (table, text and illustrations of the textbook);
give examples of sights of different countries, appreciate respectful, good-neighbourly relations between countries and peoples;
use various reference books, children's literature to search for information about a person and society.
PLANNED RESULTS
4th grade
PERSONAL RESULTS
The student will have:
the foundations of the civic identity of the individual in the form of awareness of the "I" as a citizen of Russia, responsible for the preservation of its natural and cultural heritage;
the ability to consciously use social science vocabulary to express their ideas about the rights and obligations of a Russian citizen, about the rights of the child, about the state structure of the Russian Federation;
feelings of belonging to national history through the history of one's family and pride in one's Motherland, the Russian people, the history of Russia through acquaintance with the achievements of the country, the contribution of compatriots to its development;
awareness of one's ethnicity in the context of the principle of Russian citizenship "Unity in Diversity";
understanding of oneself as the heir to the values of a multinational Russian society and of all mankind, including on the basis of the formation of the concepts of "World Natural Heritage" and "World Cultural Heritage";
a holistic, socially oriented view of the world in its organic unity and diversity of nature, peoples, cultures and religions, including on the basis of building a respectful attitude to the history and culture of the peoples of Russia and the world through an understanding of their mutual connection and an idea of the need for historical continuity in the life of society;
initial adaptation skills in a dynamically changing conscious readiness to fulfill the social role of the student (to act in accordance with the norms and rules of school life), the motivational basis of educational activities and the personal meaning of learning;
independence and personal responsibility for one's actions, the preservation of natural objects, the future of Russia;
aesthetic needs, values and feelings through the perception of the nature of Russia and the native land, acquaintance with the culture of the regions of Russia, the development of the culture of the country and the native land in different periods of history;
ethical feelings, benevolence and emotional and moral responsiveness, understanding and empathy with the feelings of other people in the course of acquaintance with the history of the Fatherland, images of great compatriots, pictures of people's lives in different historical periods;
skills of cooperation with adults and peers in different social situations, the ability not to create conflicts and find ways out of contentious situations, including in the implementation of educational projects and in other types of extracurricular activities;
installation on a safe, healthy lifestyle based on knowledge about the natural diversity of Russia and the dependence of work and life of people on natural conditions;
motivation for creative work, work for results, respect for material and spiritual values based on acquaintance with the natural and cultural heritage of Russia, the contribution of people of many generations to the creation of material and spiritual values of their native country and native land.
META-SUBJECT RESULTS
Regulatory
The student will learn:
understand and independently formulate the learning task;
save the learning task throughout the lesson;
set goals for studying the topic, interpret them in accordance with the material being studied;
highlight known knowledge and skills from the topic of the lesson, determine the circle of the unknown on the topic being studied;
plan your statement (build a sequence of sentences to reveal the topic, give examples, make a generalization);
plan your actions;
to fix during the lesson and at the end of his satisfaction / dissatisfaction with his work in the lesson, to objectively relate to his successes and failures;
independently evaluate the correctness of the action and make the necessary adjustments to the execution both at the end of the action and in the course of its implementation;
carry out final and step-by-step control on the result;
control and correct their actions in educational cooperation;
in collaboration with the teacher, set new learning objectives;
use external and internal speech for goal setting, planning and regulation of their activities.
cognitive
The student will learn:
understand, interpret and organize their activities in accordance with the conventional signs and symbols used in the textbook and other educational resources to convey information;
search for the necessary information from various sources (library, Internet, etc.) to complete educational tasks;
to highlight essential information from texts and literature of different types and types (artistic and cognitive);
use sign-symbolic means, including models and schemes for solving educational problems;
understand the content of the text, interpret the meaning, record the information read in the form of tables, diagrams, drawings, models, etc.;
carry out the analysis of objects with the allocation of significant non-essential features;
compare and classify according to specified criteria;
establish causal relationships;
build reasoning about the object, its structure, properties and relationships;
build a proof of your point of view on the topic of the lesson in accordance with age norms;
show creative abilities when making drawings, diagrams, writing stories, drawing up the results of design work, etc .;
focus on a variety of ways to solve cognitive and practical problems, to master the general methods of solving educational problems;
to model ecological connections in natural communities.
Communicative
The student will learn:
engage in dialogue with the teacher and peers, in a collective discussion of problems and questions, take the initiative and be active in an effort to speak out, ask questions;
formulate answers to questions;
listen to a communication partner (activity), do not interrupt, do not cut off in mid-sentence, delve into the meaning of what the interlocutor is talking about;
negotiate and come to a common decision in joint activities, including in situations of conflict of interest;
to formulate their own opinion and position orally and in writing;
argue your position;
understand the various positions of other people, different from their own and focus on the position of a partner in communication;
admit your mistakes, voice them;
use polite words in case of being wrong, “I’m sorry”, “I’m sorry, I didn’t mean to offend you”, “Thank you for the remark, I will definitely take it into account”, etc .;
understand and accept the task of joint work, distribute roles in the performance of tasks;
build a monologue statement, own a dialogic form of speech (taking into account age characteristics, norms);
prepare messages, carry out projects on the topic;
write a story on a given topic;
exercise mutual control and provide necessary mutual assistance in cooperation;
productively resolve conflicts based on taking into account the interests and positions of all its participants;
build statements that are understandable for the partner, taking into account what he knows and sees and what he does not;
use speech to regulate their actions;
adequately use speech means to solve various communicative tasks;
accurately, consistently and fully convey the information required by the partner.
SUBJECT RESULTS
The student will learn:
understand the special role of Russia in world history; talk about national achievements, discoveries, victories that cause a sense of pride in their country;
find and show on the map of Russia the state border, subjects of the Russian Federation, your region, its main city, other cities of modern Russia, recognize from photographs and describe the sights of the regions and cities of Russia;
name the elements of the state structure of Russia, explain their role in the life of the country;
name the current President of the Russian Federation and his powers as head of state;
understand the differences between the state structure of modern Russia and the state structure of our country in other periods of its history;
explain what human rights are, how the laws of the country and the most important of them - the Constitution of the Russian Federation - protect our rights, give specific examples of the rights of the child;
reveal the meaning of the state symbols of Russia, find them among the state symbols of other countries;
name the main holidays of Russia, explain their significance in the life of the country, talk about the traditions and holidays of the peoples of Russia;
talk about the world from the point of view of an astronomer, geographer, historian, ecologist;
carry out simple astronomical observations;
make models of planets and constellations;
use a globe and a world map to obtain information about the Earth;
analyze the environmental problems of the planet and propose ways to solve them;
give examples of World Heritage sites and animals from the international Red Book;
find and show on the physical map of Russia various geographical objects, on the map of natural zones of Russia - the main natural zones;
explain why there is a change in natural zones in our country, characterize the natural zone according to the plan, compare different natural zones;
give examples of plants and animals from different natural zones, including those listed in the Red Book of Russia;
identify ecological links in different natural areas, depict these links using models;
evaluate the activities of people in different natural areas, reveal emerging environmental problems and ways to solve them, give examples of nature reserves and national parks in Russia;
give a brief description of your region;
distinguish and describe the studied natural objects of their region, use the atlas-determinant to recognize (determine) objects of inanimate and living nature;
give a brief description of the natural communities of your region;
identify ecological connections in natural communities, depict these connections using models;
evaluate your behavior in nature, behave correctly in different natural communities;
talk about nature conservation in your area;
to distinguish between the branches of crop production and animal husbandry, represented in the economy of their region;
give examples of historical sources, distinguish and compare sources of information about the past;
correlate the date of a historical event with a century, find the place of the event on the "timeline";
list the epochs of the history of mankind in the correct sequence, briefly characterize each epoch, recognize the historical epoch from the famous buildings of the past that have survived to this day;
using a globe to tell how a person discovered the planet Earth;
describe some of the outstanding achievements and inventions of people of the past from illustrations, make judgments about their significance in the history of mankind;
show on the map the borders, territory, capital, other cities of Russia in different periods of history, places of some important historical events;
tell on the historical map, illustrations of the textbook about the studied events in the history of Russia;
correlate dates and events, determine the sequence and significance of some important events in the history of Russia;
make historical portraits of prominent people of the past, express judgments about them;
describe the appearance of Moscow and St. Petersburg in different centuries, recognize their sights;
to name and describe some outstanding monuments of Russian history and culture;
find historical evidence in the home archive;
reveal the connection of modern Russia with its history;
use additional literature, the Internet to obtain information and prepare their own reports about the nature of the Earth, Russia and their native land, about the life of society in the past and present.
LOGISTICS
Pleshakov A.A., From earth to sky: Atlas-determinant: A manual for students of educational institutions. - M.: Enlightenment, 2010
Pleshakov A.A., Green Pages. A book for primary school students.
Collections of rocks, minerals, minerals.
Fine visual aids - tables; models of the human torso and individual organs, etc.
Geographical and historical maps.
Federal State Standard of Primary General Education.
Comparative analysis of existing educational and methodological kits on the subject "World around", corresponding to the Federal State Educational Standard of the IEO
Questions and tasks for the lesson:
1. Clarify what the terms mean: “course objective”, “learning objectives”, “learning principles”, “learning content”, “expected result”.
2. Name the goals and objectives of teaching the subject "World around".
3. What specific natural science teaching principles do you know? List.
4. Specify the functions and features of the textbook in the system of teaching aids.
5. Explain the statement: "The textbook is a model of a holistic learning process."
6. Name the structural components of the textbook and describe them.
Task 1. Goals, objectives, planned results of studying the subject "The world around us" in the light of the second generation of the Federal State Educational Standard.
Explore the materials OF THE FEDERAL STATE STANDARD OF PRIMARY GENERAL EDUCATION (FGOS NOO). Pay attention to the structural elements of the new GEF for elementary school. Identify the objectives of studying the subject "World around", the requirements for the planned results and the system for evaluating these results. Record the results in the output (written in notebook).
Task 2. The concept of spiritual and moral development and education of the personality of a Russian citizen as a methodological basis for the second generation of the Federal State Educational Standards.
Explore the materials Concepts of spiritual and moral development and education of the personality of a citizen of Russia" and write down the basic national values presented in it. Correlate them with the value orientations of the work programs of the subject "World around" of various teaching materials ("School 2100", "School of Russia"). Select examples of the content of the course "The world around you" that allow you to form the named value orientations. Record the results of your work in your notebooks.
Task 3. Comparative analysis of work programs around the world for elementary school, developed according to the second generation of the Federal State Educational Standard.
Study the texts of work programs developed in accordance with the FEDERAL STATE STANDARD OF PRIMARY GENERAL EDUCATION: A.A. Pleshakov "The world around" (EMC "School of Russia"), A.A. Vakhrushev "The world around" (EMC "School 2100"). Perform an analysis of work programs around the world for elementary school. Enter the results in table number 1 .
Analyze the received information in the table. List the features of each course. reflect the results of the work in table number 1 (conclusion). Please note which provisions of the Federal State Educational Standard of the IEO of the 2nd generation and the Concept of Spiritual and Moral Development and Education of a Russian Citizen are most fully reflected by the authors in the program on the subject "World around". How are the declared goals of the course implemented in the objectives of these courses, ideas, principles of building training in this course? List the teaching methods proposed by the authors and determine their compliance with the age characteristics of younger students, the material being studied and the possibility of their implementation using the indicated teaching aids in the program of this course. Pay attention to how the content of the course "The World Around" is distributed among the classes in these teaching materials. Record the results in the output to table No. 1 ( conclusion).
Table 1
Comparative analysis of programs in the subject "World around"
| Signs for comparison | A.A. Pleshakov "The world around" | A.A. Vakhrushev "The world around" |
| 1. The name of the federal educational and methodological set, in the cat. this course is included | School of Russia | School 2100 |
| 2. Course objectives | Educational and upbringing. The developing aspect in the goals is not directly named, the tasks clarify the goal. | Integrated |
| 3. Course objectives: | The tasks coincide with the wording proposed in the standard. Complex tasks (developmental, educational, educational) | Educational and upbringing - work for development. |
| 4. Main ideas | The idea of the diversity of the world, the idea of the integrity of the world, the idea of respect for the world. | Integrity of the scientific picture of the world, evaluative attitude to the world |
| 5. Value orientations of the course content | Nature. Culture. The science. Humanity. The international cooperation. Patriotism. Family. Labor and creativity. Healthy lifestyle. Moral choice. The difference in these UMC. Moral guidelines are formulated in a shorter way. General. The value orientations are the same. | The value of life. The value of nature. The value of a person. The value of good. The value of truth. Family value. the value of labor and creativity. the value of freedom. The value of social solidarity. |
| 6. Natural science principles of content selection | Motherland studies, local history, geography, seasonality, ecological, sanitary and hygienic. | Motherland studies, local history, geography, seasonality, historical, ecological, sanitary and hygienic. |
| copyright principles | ||
| 7. Leading methods and teaching methods | Problem-search approach. Observations, experiments, creative tasks, didactic and role-playing games, educational dialogues, modeling. Visual methods, verbal, practical | The activity approach is the main way of obtaining knowledge. Visual methods, verbal, practical |
| 8. Forms of study | Lesson, excursion, extracurricular activities, laboratory. | Lesson, excursion, extracurricular activity, laboratory. |
| 9. Logistics of the course (including teaching aids) | Printed products (textbooks, workbooks, tests, atlas), visual aids, electronic visual aids, educational and practical and educational laboratory equipment, games and toys, natural objects. | Printed products (textbooks, workbooks, tests) visual aids, appliances, utensils, tools for practical work, as well as a variety of handouts, measuring instruments: scales, thermometers, centimeter rulers, beakers, a set of encyclopedias excursion equipment, including folding magnifiers, compasses, binoculars, garden scoops, tape measures guides. |
| 10. Content lines (blocks), the number of hours to study them | Blocks: Grade 1 "What and who?" 20 hours. "how, where and where?" 12 noon "where and where?" 11 o'clock "why and what for?" 22 hours Blocks: Grade 2 "Where do we live?" 4 hours “nature” 20 hours “city and village life” 10 hours “health and safety” 9 hours "Communication" 7h "Journey" 18h Blocks: Grade 3 "How the world works" 6h "This amazing nature" 18h "We and our health" 10h "Our security" 7h "What the economy teaches" 12h "Journey through the mountains and countries" 15h Blocks: Grade 4 "Earth and humanity" 9h "Nature of Russia" 10h "Native land-part big country” 15h “pages of world history” 5h “pages of the history of Russia” 20h “modern Russia” 9h. | Blocks: Grade 1 “how we understand each other” 9h “how we know what is in front of us” 4h “seasons” 3h “how you know the world” 4h “your family and friends” 7h “seasons” 6h. “what surrounds us” 10h “seasons” 4h “living inhabitants of nature” 9h “seasons” 6h Blocks: 2 class “how we will learn, general words-concepts” 2h “our planet” 36h “earth is our common home” 26h Blocks: 3rd class “substance and energy” 4h “shell of the planet covered by life” 6h “ecological system” 9 h. “Living participants in the circulation of substances” 13 h. Blocks: Grade 3 part 2. “Introduction. Let's go on a journey” 1 h “your relatives and your homeland” 4 h “TIMES OF ANCIENT RUSSIA, THE MOSCOW STATE, THE RUSSIAN EMPIRE, SOVIET RUSSIA AND THE USSR” 21 h “modern Russia” 6 h Blocks: 4 class “how the human body works” 16h “man-made nature”16h Blocks: Grade 4 Part 2 “man and his inner world” 5h. “man in the world of people” 6h “man and the past of mankind” 10h “man and many-sided mankind” 3h “man and the united mankind” 6h. |
| eleven*. Planned result - see task 4 (table No. 2) | The planned results of this TMC coincide with the wording proposed in the standard. | The wording is different, but meets the requirements of the standard, a scheme for the relationship of results is proposed. |
| Conclusions: | A distinctive feature of the UMK School of Russia is, in my opinion, the availability of the proposed material, the construction of the material in the textbook. Goals, objectives and planned results are in line with the new standard. Distinctive black UMK School 2100, in my opinion, is the redundancy of the material that the guys can learn and the redundancy of the tasks that the 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. Goals, objectives and planned results are in line with the new standard. |
Task 4. Comparison of requirements for the achievements of an elementary school student in the subject "World around"(various programs) .
Compare the requirements for the achievements of younger students in different programs. Correlate them with the requirements of the FGOS LEO of the 2nd generation. Reflect the results of the work in table number 2 and draw a conclusion.
EXPLANATORY NOTE
The program around the world was developed in accordance with the requirements of the Federal State Educational Standard for Primary General Education (hereinafter referred to as the Standard), taking into account the exemplary curriculum for academic subjects and the main idea of the TMC "Promising Primary School" - the optimal development of each child based on pedagogical support for his individual age, psychological and physiological characteristics in conditions of specially organized classroom and extracurricular activities.
The purpose of studying the course "The World Around" is the formation of a holistic picture of the world and awareness of a person's place in it on the basis of the unity of scientific knowledge and the child's emotional and valuable understanding of personal experience of communication with adults and peers, with nature; spiritual and moral development and education of the personality of a citizen of Russia in the conditions of cultural and confessional diversity of Russian society.
When selecting educational material on the world around us, developing the language of presentation, the methodological apparatus of textbooks of the completed subject line, the following provisions of the "Promising Primary School" were taken into account:
Topographic affiliation of the student. This is both an urban and a rural student, which makes it necessary to take into account the life experience of a student living both in the city and in the countryside. Such a selection of material was carried out that takes into account not only what the rural schoolchild is deprived of, but also the advantages that life in the countryside gives. Namely: the richest natural environment, a holistic image of the world, rooted in the natural-subject and cultural environment, the natural rhythm of life, folk traditions, family way of life, as well as a high degree of social control;
Features of the worldview of a schoolchild who, in an urban school, has the opportunity to use all the wealth of world art culture, reference and educational literature provided by the city, and in a rural school, at best, the information potential of the Internet.
Among principles of the TMC "Promising Primary School", providing the development of the content of the completed subject line in the surrounding world, the priorities were:
The principle of the integrity of the picture of the world, which involves the selection of an integrated content of education, which will help the student to maintain and recreate the integrity of the picture of the world, will provide awareness of the various connections between its objects and phenomena; the inclusion of students in the processes of cognition and transformation of the out-of-school social environment (settlement, district, city) to gain experience in real management and action;
The principle of practical orientation, which forms UUD, provides for the possibility of obtaining knowledge through experimental and experimental activities, in the conditions of searching for the necessary information in various sources of information (textbook, anthology, workbook, dictionaries, popular science and fiction books, magazines and newspapers, the Internet); through collaboration with adults and peers;
The principle of protecting and strengthening mental and physical health, based on the need to form children's habits of cleanliness, neatness, personal safety, hygiene, daily routine, active participation of children in recreational activities (class and extracurricular).
The main content lines of the subject "World around" presented in the program during all four years in three content blocks: "Man and nature", "Man and society", "Rules for a safe life".
The priority tasks of the 1st grade course are the formation in the minds of students of a single image of the world around them, the systematization and expansion of children's ideas about the family, about the school, about the need to comply with the rules of social behavior, about objects of nature, developing interest in knowledge and experimental activities.
Basic source of knowledge the world around them by children who still cannot read - their sense organs. Sight, hearing, taste, smell, touch help children to study the observation of experiments designed to generalize all the senses.
Thematic planning is designed, in accordance with the Standard, for integration in one subject area of social science and natural science and provides for the following distribution of hours into content blocks: "Man and Nature" - 187 hours, "Man and Society" - 83 hours. The content of the block "Rules for a safe life" is studied as the first two blocks are studied, as a result of which separate hours are not allocated for its study (the approximate time for studying the integrated content of this block in each class is 4-5 hours).
The objectives of studying the course "The world around us" in elementary school are the formation of initial ideas about natural and social objects and phenomena as components of a single world; practice-oriented knowledge about nature, man, society; meta-subject universal educational actions (personal, cognitive, communicative, regulatory).
The main objectives of the implementation of the content, in accordance with the Standard, are:
Preservation and support of the individuality of the child on the basis of taking into account his life experience;
Formation in schoolchildren of UUD, based on the child's ability to observe and analyze, highlight essential features and, on their basis, generalize;
Development of skills in working with popular science and reference literature, conducting phenological observations, physical experiments, simple measurements;
Education in schoolchildren of a careful attitude to the objects of nature and the results of people's labor, a conscious attitude to a healthy lifestyle, the formation of an ecological culture, moral behavior skills;
Formation of a respectful attitude towards the family, locality, region, Russia, history, culture, nature of our country, its modern life;
Awareness of the value, integrity and diversity of the surrounding world, one's place in it;
Formation of a model of safe behavior in everyday life and in various dangerous and emergency situations;
Formation of psychological culture and competence to ensure effective and safe interaction in society.
Realizing the principle of the activity approach, the teaching materials for the course "The World around" in the developing student-oriented system "Perspective Primary School" considers the learning process not only as the assimilation of the system of subject ZUNs that form the instrumental basis of students' competence, but also as a process of cognitive development and personality development of students through the organization of a system of personal, cognitive, communicative, regulatory learning activities. In this regard, the subject content and methods of action planned for assimilation by children are presented in the teaching materials in interconnection and interdependence through a system of questions, tasks, experimental and experimental studies, excursion educational and extracurricular activities.
The problematic nature of the presentation of educational texts in textbooks is achieved through:
Demonstration of at least two points of view when explaining new material;
Going beyond the textbook into the zone of dictionaries, reference books and the Internet;
The system of observations, experimental and experimental studies of the phenomena of the surrounding world;
A special location of questions-assignments, aiming students at the creative work of researchers-discoverers of patterns and rules;
Illustrative material (photos, tables, maps, paintings, etc.).
GENERAL CHARACTERISTICS OF THE SUBJECT
The specificity of the subject "World around" lies in the fact that it has a pronounced integrated character, combining equally natural history, historical, social science and other knowledge, which makes it possible to acquaint students with some provisions of the natural and social sciences that are accessible to their understanding. The integrated nature of the course itself, as well as the implementation of interdisciplinary connections with literary reading, the Russian language, mathematics, and technology in the EMC "Perspective Elementary School" ensure the formation of a holistic picture of the world in children, awareness of a person's place in this world, determining their place in the immediate environment, in communication with people, society and nature.
The course of elementary education on the world around is focused on familiarizing students with some elementary ways of studying nature and society, methods of observation and experimentation, on identifying and understanding cause-and-effect relationships in the world surrounding the child, with the involvement of diverse material about the nature and culture of the native land.
With the introduction of the Standards, the most important task of education in elementary school is the formation of universal (meta-subject) and substantive methods of action that provide the opportunity to continue education in the main school. This task is solved in the course of the educational process by all areas of the integrated course "The World Around", each of which has its own specifics.
The system of various forms of organization of educational activities is provided by interdisciplinary connections of the content and methods of action aimed at the personal, social, cognitive and communicative development of children.
For example, in order to develop in schoolchildren the general educational ability to “search for (check) the necessary information in dictionaries and reference books”, it is not enough that dictionaries and reference books of various kinds are included in all textbooks. In this regard, in the textbooks of grades 1-4 around the world, situations are systematically created when the use of dictionaries, reference books, the Internet is really necessary (it is impossible to study new material or solve a specific problem situation without their use).
The choice of sources of additional information (readers on the world around, books and magazines in the library, Internet sites, reference books and dictionaries from textbooks on other subjects, additional material in the textbooks "Preparing for the School Olympiad");
Participation in the work of the science club of the younger student "We and the world around us" or project activities in the calculation and design bureau through correspondence with the club's assets or via the Internet;
Social games in the classroom (the role of a consultant, experimenter, speaker, chairman of the meeting of the science club of the younger student, etc.);
The educational texts of the textbooks of the set are built taking into account the possibility of assessing educational achievements (both by the student and the teacher), first of all:
Tasks for self-examination and mutual examination (work in pairs);
Tasks of increased complexity, olympiad tasks, introductory tasks and control tasks for members of the science club of younger students;
A veiled requirement to be careful when reading the text.
The structure of each textbook provides a variety of forms for organizing the educational activities of schoolchildren with a system of special tasks, where the student acts either as a student, or as a teacher (consultant, experimenter, chairman of the meeting), or as an organizer of the educational activities of the class team. The educational process uses: observations of nature and social life; practical work and experiments, including research ones; creative tasks; didactic and role-playing games; educational dialogues; modeling of objects and phenomena of the surrounding world.
A new form of organizing a lesson - a meeting of a school club - allows the teacher to transfer to the students the functions of conducting a fragment of the lesson, and subsequently the lesson itself to the students. In practice, this is the organization of a special semantic space in the classroom, within which students can move from one mode of learning activity to another: from playing to reading, from experimentation to group discussion, from the reproduction of educational material to research.
THE PLACE OF THE SUBJECT IN THE CURRICULUM
Value orientations of the content of the subject
In accordance with the Exemplary Curriculum for Educational Institutions using the “Perspective Elementary School” teaching materials (option 1 - in accordance with the requirements of the second generation standard), the course of the world around is presented in the subject area “Social and natural sciences”, studied from grades 1 to 4 for two hours a week. At the same time, in grade 1, the course is designed for 66 hours (33 academic weeks), and in each of the other grades - for 68 hours (34 academic weeks).
The total amount of study time is 270 hours.
Given the significant potential of the subject in solving the problems of spiritual and moral development and education of students, the following value orientations of the course content are defined:
Nature - evolution, native land, reserved nature, planet Earth, ecological consciousness;
Science is the value of knowledge, the desire for knowledge and truth, the scientific picture of the world;
Humanity - world peace, diversity and respect for cultures and peoples, the progress of mankind, international cooperation;
Work and creativity - respect for work, creativity and creation, purposefulness and perseverance, diligence;
Patriotism - love for the Motherland, one's land, one's people, service to the Fatherland;
Social solidarity - personal and national freedom; respect and trust in people, institutions of the state and civil society;
Citizenship - a duty to the Fatherland, the rule of law, civil society, law and order;
Multicultural world, freedom of conscience and religion, concern for the welfare of society;
Family - love and fidelity, care, help and support, equality, health, prosperity, respect for parents;
Personality - self-development and improvement, the meaning of life, inner harmony, self-acceptance and self-respect, dignity, love for life and humanity, wisdom, ability for personal and moral choice;
Traditional religions are ideas about faith, spirituality, the religious life of a person, the values of the religious worldview, tolerance, formed on the basis of interfaith dialogue.
1 class (66 hours)
The main content lines of the first class [observation as a way to get answers to questions about the world around us; Live nature; nature and its seasonal changes; our homeland - Russia) are implemented within the framework of the substantive blocks indicated in the explanatory note.
Man and nature (49 h)
Nature is what surrounds us, but is not created by man. Natural objects and objects created by man. Nature is animate and inanimate (on the examples of distinguishing between objects of animate and inanimate nature). Human sense organs (eye, nose, tongue, ear, skin). Signs of objects of wildlife and objects that can be determined on the basis of observations with the help of the senses (color, shape, comparative size, presence of taste, smell; sensation of warm (cold), smooth (rough)). The main signs of wildlife (for example, living beings breathe, eat, grow, bear offspring, die).
Water. Initial ideas about different states of water (liquid and solid - ice, snowflakes) based on observations and experimental studies.
Plants are part of nature. Variety of plants. Trees, shrubs, herbs. Conditions necessary for plant life (light, heat, air, water). Parts of plants (vegetative and generative organs): stem, root, leaf, shoot, flower, seed, fruit. Acquaintance with the variety of fruits and seeds based on observations (at the choice of the teacher). Ways of distribution of plants. Medicinal plants. Recognition of plants of their region (by leaves, fruits, crowns, etc.) based on observations.
Mushrooms. Parts (organs) of cap mushrooms (mycelium, stem, fruiting body, spores). Edible and non-edible mushrooms. Mushroom rules.
Animals as part of wildlife. Diversity of animals. Insects, fish, birds, animals. Wild and domestic animals.
Examples of natural phenomena. Change of seasons.
Autumn. Autumn months (September, October, November). Signs of autumn (ripening of fruits and berries, cooling, leaf fall, departure of migratory birds, preparation of animals for winter). Autumn life of plants and animals and their preparation for winter.
Winter. Winter months (December, January, February). Signs of winter (low sun, short days, cold, freezing water). The life of trees, shrubs and grasses in the winter season. Plant and animal life under ice. The life of forest animals and birds in the winter season. Help animals in the winter season. Winter Games.
Spring. Spring months (March, April, May). Signs of spring (high sun, warmth, increase in day length, melting snow and ice, awakening of nature, arrival of birds). Life of trees and shrubs in spring. Herbaceous early flowering plants. Animal life in spring (bird care for future offspring).
Summer. Summer months (June, July, August). Signs of summer (high sun, long day, warmth, flowering of plants, offspring of animals). Summer rest.
Man and society (17 h)
Familiarization with the textbook symbols and their use when working with the textbook.
Schoolboy and his life at school. Coming to school, greeting the teacher, preparing for the lesson. Rules of conduct at school: in a computer class, in a lesson, at a break, in a canteen. Correct posture while writing. Rules for ascending and descending stairs. Sports uniform and change of footwear.
The first acquaintance with the terms "ecology", "environmentalist", "Red Book of Russia". Examples of animals from the Red Book of Russia (image of animals from the Red Book on commemorative coins
Russia). Development of environmental (warning) signs and their installation on the school site. The work of people in the autumn period of the year.
Our Motherland is Russia. Illustration of the territory and borders of Russia. Russia is a multinational country. Moscow is the capital of Russia. Sights of the capital - Red Square, Kremlin, metro. Acquaintance with the state symbols of Russia: the State Emblem of Russia, the State Flag of Russia, the State Anthem of Russia; rules of conduct when listening to the anthem.
Safe Behavior Rules
Home address and school address, parents phone number. Road from home to school. Rules for crossing the carriageway of the street. Rules for safe behavior on the street.
Rules for safe behavior during winter games (thin ice, snowball fights, flowability of winter snowdrifts, snow is inedible).
Familiarization with the appearance of the most common hat inedible mushrooms. One of the basic rules for picking mushrooms (do not touch inedible and unfamiliar mushrooms).
Rules of conduct when collecting medicinal herbs.
First aid for insect bites (bees, wasps).
Man and nature (42 hours)
Stars and planets. The sun is the closest star to us, the source of heat and light for all life on Earth. Planet Earth; general ideas about the size and shape of the Earth. Globe - model
Earth. The image on the globe using the symbols of the seas, oceans, land. Change of day and night on Earth. The rotation of the Earth as the cause of the change of day and night. The revolution of the Earth around the Sun as the cause of the change of seasons. Change of seasons in the native land based on observations.
Inanimate and living nature of the Earth. Conditions of life on planet Earth.
Air is a mixture of gases. Air properties. The value of air for plants, animals, humans.
Water. Water properties. The importance of water for living organisms and human economic life.
Flowering plants. Parts (organs) of plants (root, stem, leaf, flower, fruit, seed). Conditions necessary for plant life (light, heat, water, air). Nutrition and respiration of plants. The role of plants in human life.
Variety of plants: flowering and coniferous plants; ferns, mosses, algae. The Red Book of Russia. Rules of conduct in nature.
Cultivated and wild plants. Life span of plants. Propagation of plants by seeds, tubers, mustaches, leaves.
Plants of the native land. Names and brief characteristics based on observations.
Mushrooms. Mushroom nutrition. Cap mushrooms, mold. Poisonous and inedible twins of cap mushrooms. mushroom picking rules. Cap mushrooms of the native land.
Animals and their diversity. Conditions necessary for the life of animals (air, water, heat, food). Insects, fish, birds, mammals, amphibians, reptiles, their differences. Peculiarities of nutrition of babies of mammals. Features of nutrition of various adult animals, including mammals (predators, herbivores, omnivores). How do animals protect themselves? Wild and domestic animals. The role of animals in nature and human life. Pets' corner. Bionics. Careful attitude of man to nature. Animals of the native land, the name, their brief description based on observations.
Man and society (26 hours)
Exchange of letters as one of the sources of information. Communication with elders and peers as one of the sources of obtaining new knowledge.
The family is the closest environment of a person. Relationships in the family (respectful attitude towards elders). Family traditions (possible assistance to elders, family holidays, joint trips).
Pedigree. Names and surnames of family members. Genealogical tree charting.
Junior student. School and classroom teams, joint study, joint socially useful work and recreation, participation in sports events, extracurricular activities, environmental protection.
Man is a member of society. The relationship of a person with other people. Respect for other people's opinions. The value of labor in human life and society. People of different professions. Professions of the people who created the textbook.
Native land is a part of Russia. Native city (village): the name and its connection with the history of origin, with the occupation of people, with the name of the river, lake; main attractions.
Our Motherland is Russia. The Constitution of Russia is the fundamental law of the country. The most important rights of Russian citizens are the right to life, to education, to health protection and medical care, to free work and to rest. Holidays in the life of society: Victory Day, Russian Constitution Day, State Flag Day.
State symbols of Russia (the State Emblem of Russia, the State Flag of Russia, the State Anthem), legalized by the Constitution.
Characteristics of individual historical events related to the history of Moscow (foundation of Moscow, history of the Moscow Kremlin, sights of the Moscow Kremlin). The names of the Grand Dukes associated with the history of the emergence and construction of Moscow: Yuri Dolgoruky, Dmitry Donskoy, Ivan III (great-grandson of Dmitry Donskoy).
Safe Behavior Rules
School day routine. The alternation of work and rest in the daily routine of a student. Drawing up the daily routine of the student. Personal hygiene. Physical Culture. Outdoor games as a condition for maintaining and strengthening health. Cleanliness is a guarantee of health (clean hands, boiled water, airing the room). Diet. Causes of colds. Elderly advice: rules for the prevention of colds; rules of conduct for colds. Emergency telephone numbers. .
Rules for safe behavior on the street (roadway, meeting with a stranger, things left behind, rules of conduct when walking animals, when meeting dogs). Traffic Laws. The rule of crossing the carriageway of the street. Traffic signs that define the rules of pedestrian behavior. Railroad crossing.
Rules for safe behavior in everyday life (elevator of a multi-storey building, a stranger, left things). Basic rules of conduct with water, electricity, gas.
Man and nature (54 hours)
General ideas about the shape and size of the Earth. Globe - a model of the globe. Parallels and meridians. Zero meridian. Equator. Geographic map and plan of the area. Plan symbols. Map of the hemispheres (Southern and Northern, Western and Eastern). Physical map of Russia. Contour map. Continents and oceans on the globe and on the map of the hemispheres. Rivers and lakes.
Forms of the earth's surface: plains, mountains, hills, ravines (general representations, symbols of plains and mountains on the map). The formation of ravines. Measures for prevention and control of ravines. The largest plains in Russia (South-Eastern and West Siberian). Features of the surface of the native land (a brief description based on observations and interviews with adults).
Location orientation. sides of the horizon. Compass.
Substances, bodies, particles. Substance is what all natural objects (what surrounds us, but not created by man) and objects (this is what is created by man) consist of. Natural bodies (bodies of wildlife) - man, animals, fungi, plants, microbes. Celestial or cosmic bodies (stars, planets, meteorites, etc.). Artificial bodies - objects. Molecules and atoms are the smallest particles that make up matter.
Variety of substances. Examples of substances: water, sugar, salt, natural gas, etc. Solids, liquids and gases. Three states of water - solid, liquid, gaseous. Properties of water in liquid, solid and gaseous states. Water is a solvent. solutions in nature. Why water should be conserved.
Thermometer and its device. Measuring water temperature with a thermometer.
The water cycle in nature.
Air is a mixture of gases (nitrogen, oxygen, carbon dioxide and other gases). Air properties. The value of air for humans, animals, plants.
Weather and its components: air movement - wind, air temperature, fog, clouds (the shape of clouds and their height above the Earth's surface), precipitation, dew, frost. Measurement of air temperature. Devices that determine the direction of the wind (weather vane) and the strength of the wind (anemometer). Signs that allow you to approximately determine the strength of the wind (weak, moderate, strong, hurricane). Observing the weather in your area. Weather diary. Conventional signs for keeping a "Weather Observation Diary".
Rocks: igneous, sedimentary. Destruction of rocks. Minerals (solid, liquid, gaseous). Symbols for minerals on the map. Artificial materials from coal and oil. Properties of minerals (limestone, marble, clay, sand). Careful attitude of people to the expenditure of minerals.
The soil. Soil formation and composition. Importance of soil for living organisms. Food chains. The importance of soil in human economic life.
natural communities. Forest, meadow, reservoir, swamp - the unity of living and inanimate nature (sunlight, air, water, soil, plants, animals). Man and natural communities. The meaning of forests. Safe behavior in the forest.
Meadow and man. Should the swamp be protected? Gifts of rivers and lakes. Safe behavior at the pond. Man is a protector of nature. Nature will live (animal reproduction). Relationship in the natural community (for example, clover-bumblebees-mice-cats). Natural communities of the native land (two or three examples). Participation in the protection of the nature of the native land.
Man and society (14 hours)
The rights and obligations of a person to protect nature and the environment (Article 58 of the Constitution of the Russian Federation: a citizen is obliged to protect nature and the environment). Human right to a favorable environment (Article 42 of the Constitution). Russian reserves. Plants and animals of the Red Book of Russia (symbols of the Red Book of Russia, images of animals of the Red Book of Russia on commemorative silver and gold coins).
Timeline. The sequence of the seasons. Timeline of one year: winter (December, January, February) - spring (March, April, May) - summer (June, July, August) - autumn (September, October, November). A century is a period of time of 100 years. Timeline of the history of the construction of the Moscow Kremlin (XII century - wooden, XIV century - white stone, XV century - red brick). The names of the Grand Dukes associated with the history of the construction of the Moscow Kremlin.
Cities of Russia. Cities of the Golden Ring. The names of the great princes - the founders of cities (Yaroslav the Wise - Yaroslavl, Yuri Dolgoruky - Kostroma, Pereslavl-Zalessky). The main attractions of the cities of the Golden Ring (temples of the 16th-17th centuries, the Trinity-Sergius Lavra (monastery) in Sergiev Posad - 14th century; the Botik Museum in Pereslavl-Zalessky; frescoes by Gury Nikitin and Sila Savin in Yaroslavl and Kostroma - 17th century; "Golden Gate", frescoes by Andrey Rublev in the Assumption Cathedral in Vladimir - 12th century).
City of St. Petersburg. Plan-map of St. Petersburg (XVIII century). City construction. St. Petersburg is a sea and river port. Coat of arms of the city. Sights of the city: Petrovskaya (Senate) Square, the monument to Peter I "The Bronze Horseman". Peter and Paul Fortress (Petrovsky Gates, Peter and Paul Cathedral). Admiralty. City island (Peter's house). Summer garden. Winter Palace. Hermitage Museum.
Safe Behavior Rules
Rules of conduct in everyday life with water, electricity, gas. Compliance with safety regulations when conducting experiments with a glass thermometer.
An increase in body temperature as one of the serious reasons to seek help (advice) from adults.
Compliance with the rules of safe behavior on the road with ice (accounting for extra time, gait, position of hands and a school backpack, additional danger when crossing the road on a zebra crossing).
Quick help to a person whose clothes are smoldering (on fire).
Rules for safe behavior in the forest, in wetlands, and in peat bog areas. Rules for safe behavior near water bodies in spring (ice drift), in summer (swimming, crossing water spaces).
Rules for safe behavior when traces of the Great Patriotic War are found (rusted cartridges, grenades, mines). Emergency phone number of the Ministry of Emergency Situations.
4th grade (68 hours)
Man and nature (42 hours)
General ideas about the Universe, the Solar system, the size of the Earth compared to the size of the Sun. One of the theoretical assumptions of scientists about the origin of the Sun. Planets of the solar system (names, location in orbits in relation to the Sun). The rotation of the Earth around its axis as the reason for the change of day and night. The rotation of the earth around the sun as the cause of the change of seasons.
Natural zones of Russia: general idea, location on the map of natural zones of Russia, main natural zones (ice zone, tundra zone, forest zone, steppe zone, desert zone, subtropical zone). Mountain areas. Climate of natural areas, flora and fauna, features of work and life of people, human influence on nature. Positive and negative impact of human activity on nature.
The history of homeland. Ancient Slavs. Ancient Rus'. Kievan Rus. Pictures of life and work, traditions, beliefs. Significant events in different historical times. The path from the "Varangians to the Greeks" (IX-XI centuries). Baptism of Rus' (988). The first code of laws in Rus' "Russian Truth" (a monument of legislation of the XI-XII centuries), the foundation of the city of Yaroslavl (gg.). Unification of the territories of the ancient Russian state. Prominent people of different eras: Grand Duke Vladimir Svyatoslavovich-Red Sun (gg.), Yaroslav Vladimirovich - Yaroslav the Wise (ca. years), Vladimir Monomakh (gg.), Prince of Novgorod and (gg.). Muscovite Rus: foundation of Moscow (1147), Prince Yuri Dolgoruky (1090s-1157). The first Moscow princes (period of reign): Ivan Kalita (gg.), Dmitry Donskoy (gg.).
Traditional Russian religions. Belief in a single god and the preservation of traditional rituals. Ancient times - the times of polytheism (belief in the forces of nature). Differences of peoples from each other (historical, cultural, spiritual, linguistic). Peoples who believe in one God: Christians (God is the God-Man Jesus Christ), Muslims (Allah is spiritual power and strength), Jews (God is the Most High as spiritual power and strength), Buddhists (Buddha is the spiritual connection of all manifestations of life).
Preservation of traditional rituals (belief in omens). Modern seasonal holidays are a tribute to traditions, historical and cultural heritage of every nation.
Discussion of the ethical theme of the protection of monuments dedicated to the memory of those who are honored by the people;
Acquaintance with the professions of people who work on the farm;
Acquaintance with various professions, in particular with the professions of people who create textbooks;
Satisfaction of cognitive interests about the native land, native country, Moscow;
Familiarization with historical events related to Moscow;
The study of enterprises serving residents of the city (village);
Expanding knowledge about the settlement, getting to know its most important objects and sights, discussing the rules of conduct in public places;
Pedigree study;
Consideration of possibilities for information exchange by means of communication;
Education of love and respect for the native country, for its laws and symbols;
Acquaintance with behavior during excursions;
Acquisition of knowledge about safe behavior during experiments;
Understanding the importance of health for a person, the formation of initial ideas about how to take care of health, cultivate a responsible attitude towards one's health;
The use of basic ideas about the diet, the importance of nutrition for a person;
Discussing living conditions that affect health;
Acquaintance and application of the basic rules of personal hygiene;
Classification of initial knowledge about the causes of colds, their symptoms, identification of measures to prevent them;
Use of the basic rules of the road;
Modeling the dangers that lie in wait when communicating with strangers, when meeting with abandoned objects;
Discussing problems related to safety in your home, the rules for the safe handling of electrical appliances, gas installations, the rules for communicating through a closed door with strangers.
3rd grade
Expansion of ideas about the model of the Earth - the globe;
Acquaintance with the new terms "ocean", "continent";
Obtaining initial information about the oceans and continents of our planet;
Finding the necessary geographical objects on the globe;
Obtaining and applying the first ideas about cards, their diversity and purpose;
Acquaintance with the new concepts of "land plan", "hills", "ravines";
Finding the sides of the horizon on the ground according to various signs of nature, using a compass;
Obtaining the first ideas about bodies and substances, about atoms;
Repetition of the known properties of water, the study of the states of water in nature, familiarity with the thermometer;
Enrichment and use in the course of experiments, observations of knowledge about the transformations of water in nature, about precipitation, about soluble and insoluble substances;
Acquaintance with the air ocean of the Earth, with the properties and temperature of the air;
Studying the causes of air movement along the surface of the Earth
Formation of primary ideas about the weather, the skills of elementary observations of the weather, working with a diary of observations;
Acquaintance with rocks, the features of their destruction under the influence of temperature and water;
The study of the diversity of minerals and their practical use by man;
Consideration of the concepts: "minerals", "deposit", "ore", "alloys";
Familiarization with the process of soil formation;
Setting up experiments, studying the composition of the soil;
Study of the diversity of flora and fauna of the forest and the possibilities of their joint habitat;
Expansion of primary ideas about a meadow, field, swamp, forest, river, lake;
Mastering the material related to the protection of the nature of the native land, acquaintance with the protected places of Russia, with plants and animals from the Red Book of Russia;
Clarification of ideas about the development (reproduction) of insects, fish, amphibians, reptiles, birds, mammals;
Conducting observations, setting up experiments.
Description based on the illustration of objects, highlighting their main essential features;
Making comparisons, choosing the right answer;
Work with information sources (textbook, notebook, reader);
Self marking;
Repetition of material on the importance of water in human life and society, discussion of the need to conserve water;
Formation of the skills of educational cooperation - the ability to negotiate, distribute work, evaluate your contribution to the overall result of the activity; formation of skills in working with educational texts, participation in a dialogue;
Expanding ideas about the timeline, clarifying knowledge about the month, year, century; placing dates of historical events, famous names of historical figures and cultural monuments on the timeline according to the corresponding epochs;
Repetition of the main events associated with the change in the appearance of the Moscow Kremlin (pine, oak, white stone, red stone) from the 12th to the 15th century;
Study of the Golden Ring of Russia, acquaintance with St. Petersburg;
Modeling (drawing up the route of the excursion).
Repetition of the material on how to navigate the terrain, learning the rules of safe behavior in the forest;
Actualization and application of knowledge about behavior during excursions;
Classification of knowledge about the importance of health for a person, the formation of initial ideas about how to take care of health, cultivate a responsible attitude towards one's health;
Discussion of the basic rules of the road; the dangers that lie in wait when communicating with strangers, when meeting with abandoned objects;
Discussing safety issues in your home;
Use of rules for the safe handling of electrical appliances, with gas installations.
4th grade
Repetition and deepening of knowledge about the solar system, about the movement of the Earth around its axis and around the Sun;
Acquaintance with the concept of "natural zone", with the names of natural zones in Russia;
Classification of knowledge about the natural conditions of the tundra;
Acquaintance with the location of the forest zone on the map, the flora of the taiga;
Repetition and deepening of knowledge and natural communities of the forest, about the role of the forest in people's lives;
Study of the steppe zone, desert zone, subtropical zone;
Solving practical problems with the involvement of local history material;
The study and use in the course of experiments of knowledge about reservoirs, minerals, crop production, animal husbandry, folk crafts, protected areas of the native land;
Comparison and distinction of wild and cultivated plants, wild and domestic animals, description of their role in human life (using the example of their locality);
Classification of the main branches of agriculture;
Modeling ways to use simple mechanisms in human life and economy;
Acquaintance with the first ideas about human organ systems;
Formation of the initial idea of the relationship between the structure of the skin and its functions;
Repetition and expansion of knowledge about the musculoskeletal system, digestive system, circulatory system, respiratory system, nervous system, human senses;
Carrying out simple observations, setting up experiments.
Making comparisons, choosing the right answer;
Work with information sources (textbook, notebook, reader);
Self marking;
Making judgments about the process of formation of the Old Russian state, the baptism of Ancient Russia;
Classification of historical events associated with the name of Alexander Nevsky;
Description based on the illustration of objects, highlighting their main essential features;
Classification of information related to the emergence of Moscow;
Participation in discussions that simulate situations of communication with people of different nationalities, religious affiliations, while observing the rules of communication;
Holding a business meeting of a science club, finding the necessary information about modern society from text, illustrations, and additional sources;
Acquaintance with the political and administrative map of Russia and the location of the native land on it;
Solving practical problems of determining local time based on knowledge of the "time zone";
Assessment of general ideas about countries that have borders with Russia; about the United States of America, Great Britain, France;
Acquaintance with the historical events of the beginning of the 17th century, with the war of 1812, with the Great Patriotic War;
Studying the achievements of our country in astronautics;
Generalization of ideas about the basic law of the country - the Constitution of Russia, about the highest authorities of our country;
Presentation with messages and reports at meetings of scientific clubs;
Performing tasks in a group to comprehend or evaluate the rules of people's lives in modern society;
Modeling (drawing up the route of the excursion).
Characteristics of the rules for providing first aid in case of accidents;
Generalization of information about the rules of safe behavior in nature;
Simulation of situations in which communication and mass media are urgently needed;
Discussion of situations related to the use of the rules of safe behavior near water bodies at different times of the year;
Expansion of ideas about how to take care of health, cultivate a responsible attitude towards one's health;
Simulation in the course of practical work of situations on the application of the rules for the preservation and promotion of health, on the provision of first aid in case of accidents;
Discussion of the basic rules of the road; the dangers that await when communicating with strangers;
Identification of dangerous situations in which harm can be done to human life and health, personal and public property, finding ways to safely exit such situations.
Educational and methodological support of the educational process
1., Trafimov world. Grade 1: Textbook. - M.: Akademkniga / Textbook.
2., Trafimov world. Grade 1: Reader. - M.: Akademkniga / Textbook.
3. N, Trafimov world. Grade 1: notebook for independent work. - M.: Academic book / Textbook.
4., Trafimov's world: A methodological guide for teachers. - M.: Academic book / Textbook.
1., Trafimov world. Grade 2: Textbook. Part 1. - M.: Academic book / Textbook.
2. Fedotova ON., Trafimov world. Grade 2: Textbook. Part 2. - M.: Academic book / Textbook.
3., Trafimov world. Grade 2: Reader. - M.: Akademkniga / Textbook.
4., Trafimov S A. The world around. Grade 2: Notebook for independent work No. 1. - M .: Academic book / Textbook.
5. Trafimovshchy world. Grade 2: Notebook for independent work No. 2. - M .: Academic book / Textbook.
6. Fedotova ON., Trafimov world. Grade 2: Methodological guide for the teacher. - M.: Akademkniga / Textbook .
1., Tsareva peace. Grade 3: Textbook. Part 1. - M.: Academic book / Textbook.
2., Tsareva peace. Grade 3: Textbook. Part 2. - M.: Academic book / Textbook.
3., Trafimov world. Grade 3: Reader. - M.: Akademkniga / Textbook.
4., Tsareva peace. Grade 3: Notebook for independent work No. 1. - M .: Academic book / Textbook.
5. Trafimovshchy world. Grade 3: Notebook for independent work No. 2-M. : Akademkniga / Textbook.
6., Tsareva peace. Grade 3: Methodological guide for the teacher. - M.: Akademkniga / Textbook.
1., Trafimov world. Grade 4: Textbook. Part 1. - M.: Academic book / Textbook.
2., Trafimov world. Grade 4: Textbook. Part 2. - M.: Academic book / Textbook.
3. , Kudrova world. Grade 4: Notebook for independent work No. 1. - M .: Academic book / Textbook.
4., Kudrova world. Grade 4: Notebook for independent work No. 2. - M .: Academic book / Textbook.
5., Kudrova world. Grade 4: Methodological guide for the teacher. - M.: Akademkniga / Textbook.
Visual aids
1. Natural living benefits - indoor plants; animals kept in an aquarium or wildlife corner;
2. Herbariums; seeds and fruits of plants; collections of insects; wet preparations; stuffed animals and skeletons of representatives of various systematic groups; micropreparations;
3. Collections of rocks, minerals, minerals;
4. Graphic 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;
7. Cutlery, utensils, tools for practical work, as well as a variety of handouts;
8. Measuring instruments: scales, thermometers, centimeter rulers, beakers;
9. Excursion equipment, including folding magnifiers, compasses, binoculars, garden scoops, tape measures;
10. A set of popular illustrated guides to natural objects.
